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The achievement and course-taking effects of magnet schools: Regression-discontinuity evidence from urban China

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  • Dee, Thomas
  • Lan, Xiaohuan

Abstract

We examine the effects of attending elite magnet schools on the subsequent academic performance of high-school students in urban China. Using a novel data set of the students who entered high school from 2006 to 2008 in a Chinese city, our fuzzy regression discontinuity estimates exploit the threshold values of the high school entrance exam scores. Passing the thresholds significantly reduces the financial cost and raises the probability of attending a magnet school. However, attending such an elite school does not meaningfully improve the academic performance of the marginal student.

Suggested Citation

  • 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.
    • Handle: RePEc:eee:ecoedu:v:47:y:2015:i:c:p:128-142
    DOI: 10.1016/j.econedurev.2015.05.007
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    References listed on IDEAS

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    11. Atila Abdulkadiroğlu & Joshua Angrist & Parag Pathak, 2014. "The Elite Illusion: Achievement Effects at Boston and New York Exam Schools," Econometrica, Econometric Society, vol. 82(1), pages 137-196, January.
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    Cited by:

    1. Song, Yang, 2019. "Sorting, school performance and quality: Evidence from China," Journal of Comparative Economics, Elsevier, vol. 47(1), pages 238-261.
    2. Wu, Jia & Wei, Xiangdong & Zhang, Hongliang & Zhou, Xiang, 2019. "Elite schools, magnet classes, and academic performances: Regression-discontinuity evidence from China," China Economic Review, Elsevier, vol. 55(C), pages 143-167.
    3. Mauricio Villamizar‐Villegas & Freddy A. Pinzon‐Puerto & Maria Alejandra Ruiz‐Sanchez, 2022. "A comprehensive history of regression discontinuity designs: An empirical survey of the last 60 years," Journal of Economic Surveys, Wiley Blackwell, vol. 36(4), pages 1130-1178, September.
    4. Feng, Qiang & Wang, Xiaojun, 2018. "The psychological effects of academic labeling: The case of class tracks," Journal of Comparative Economics, Elsevier, vol. 46(2), pages 568-581.
    5. Canaan, Serena & Mouganie, Pierre & Zhang, Peng, 2022. "The Long-Run Educational Benefits of High-Achieving Classrooms," IZA Discussion Papers 15039, Institute of Labor Economics (IZA).
    6. Huang, Bin & Li, Bo & Walker, Ian & Zhu, Yu, 2022. "Does It Pay to Attend More Selective High Schools? Regression Discontinuity Evidence from China," IZA Discussion Papers 15756, Institute of Labor Economics (IZA).
    7. Cook, Jason B., 2018. "Race-Blind Admissions, School Segregation, and Student Outcomes: Evidence from Race-Blind Magnet School Lotteries," IZA Discussion Papers 11909, Institute of Labor Economics (IZA).
    8. Zhang, Hongliang, 2016. "Identification of treatment effects under imperfect matching with an application to Chinese elite schools," Journal of Public Economics, Elsevier, vol. 142(C), pages 56-82.

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    More about this item

    Keywords

    Magnet school; Regression discontinuity design; China;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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