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The Contributions of School Quality and Teacher Qualifications to Student Performance: Evidence from a Natural Experiment in Beijing Middle Schools

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  • Fang Lai
  • Elisabeth Sadoulet
  • Alain de Janvry

Abstract

We use administrative data from the lottery-based open enrollment system in Beijing middle schools to obtain unbiased estimates of school fixed effects on student performance. To do this, we classify children in selection channels, with each channel representing a unique succession of lotteries through which a child was assigned to a school. Results show that school fixed effects are strong determinants of student performance. These fixed effects are shown to be highly correlated with teacher qualifications measured in particular by their official ranks. Teacher qualifications have about the same predictive power for student test scores as do school fixed effects.

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  • Fang Lai & Elisabeth Sadoulet & Alain de Janvry, 2011. "The Contributions of School Quality and Teacher Qualifications to Student Performance: Evidence from a Natural Experiment in Beijing Middle Schools," Journal of Human Resources, University of Wisconsin Press, vol. 46(1), pages 123-153.
    • Handle: RePEc:uwp:jhriss:v:46:y:2011:i:1:p:123-153
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    Cited by:

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    10. Peralta, M. Alexandra & Swinton, Scott M., 2013. "Impact Assessment with Opt-in Treatments: Evidence from a rural development project in Nicaragua," 2013 Annual Meeting, August 4-6, 2013, Washington, D.C. 150988, Agricultural and Applied Economics Association.
    11. Yu, Yewen & Fan, Yi & Yi, Junjian, 2020. "The One-Child Policy Amplifies Economic Inequality across Generations in China," IZA Discussion Papers 13617, Institute of Labor Economics (IZA).
    12. Wang, Haining & Cheng, Zhiming & Smyth, Russell, 2018. "Do migrant students affect local students’ academic achievements in urban China?," Economics of Education Review, Elsevier, vol. 63(C), pages 64-77.
    13. Dee, Thomas & Lan, Xiaohuan, 2015. "The achievement and course-taking effects of magnet schools: Regression-discontinuity evidence from urban China," Economics of Education Review, Elsevier, vol. 47(C), pages 128-142.
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