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  1. The long-run educational benefits of high-achieving classrooms
    Autor*in: Canaan, Serena; Mouganie, Pierre; Zhang, Peng
    Erschienen: January 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Despite the prevalence of school tracking, evidence on whether it improves student success is mixed. This paper studies how tracking within high school impacts high-achieving students' short- and longer-term academic outcomes. Our setting is a large... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    Despite the prevalence of school tracking, evidence on whether it improves student success is mixed. This paper studies how tracking within high school impacts high-achieving students' short- and longer-term academic outcomes. Our setting is a large and selective Chinese high school, where first-year students are separated into high-achieving and regular classrooms based on their performance on a standardized exam. Classrooms differ in terms of peer ability, teacher quality, class size, as well as level and pace of instruction. Using newly collected administrative data and a regression discontinuity design, we show that high-achieving classrooms improve math test scores by 23 percent of a standard deviation, with effects persisting throughout the three years of high school. Effects on performance in Chinese and English language subjects are more muted. Importantly, we find that high-achieving classrooms substantially raise enrollment in elite universities, as they increase scores on the national college entrance exam - the sole determinant of university admission in China.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/250700
    Schriftenreihe: Discussion paper series / IZA ; no. 15039
    Schlagworte: classroom tracking; peer quality; teacher quality; regression discontinuity; China
    Umfang: 1 Online-Ressource (circa 58 Seiten), Illustrationen
  2. The importance of peer quality for completion of higher education
    Autor*in: Humlum, Maria Knoth; Thorsager, Mette
    Erschienen: February 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Using detailed Danish administrative data covering the entire population of students entering higher education in the period 1985 to 2010, we investigate the importance of a student's peers in higher education for the decision to drop out. We use... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)
    Resolving-System (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
    Fernleihe:
    keine Fernleihe

     

    Using detailed Danish administrative data covering the entire population of students entering higher education in the period 1985 to 2010, we investigate the importance of a student's peers in higher education for the decision to drop out. We use high school GPA as a predetermined measure of student ability and idiosyncratic variation in peer composition across cohorts within the same education and institution. Our findings suggest that peer ability is an important determinant of students' drop out decisions as well as later labor market outcomes. Overall, we find that a one standard deviation increase in peers' high school GPA reduces the probability of dropping out by 4.6 percentage points. This number masks considerable heterogeneity by level and field of study. Allowing for a more flexible specification, we find that low quality peers have adverse effects on the probability of dropping out while high quality peers have beneficial effects. These effects are more pronounced for lower ability students.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/232888
    Schriftenreihe: Discussion paper series / IZA ; no. 14136
    Schlagworte: dropout; peer effects; peer quality; higher education
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen