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Magnet Classes and Educational Performance: Evidence from China

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  • Mingming Ma
  • Xinzheng Shi

Abstract

We investigate the effect of entering magnet classes on the educational performance of high school students in China. Using the regression discontinuity design and data from a high school in Hebei Province, we find that enrollment in a magnet class can increase students' gross final examination score in the first semester by 0.647 standard deviations. However, we find no evidence to suggest that the positive effect of entering magnet classes is different for female students, students of different ages, or minority students.

Suggested Citation

  • Mingming Ma & Xinzheng Shi, 2014. "Magnet Classes and Educational Performance: Evidence from China," Economic Development and Cultural Change, University of Chicago Press, vol. 62(3), pages 537-566.
    • Handle: RePEc:ucp:ecdecc:doi:10.1086/675387
    DOI: 10.1086/675387
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    References listed on IDEAS

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    1. Weili Ding & Steven F. Lehrer, 2007. "Do Peers Affect Student Achievement in China's Secondary Schools?," The Review of Economics and Statistics, MIT Press, vol. 89(2), pages 300-312, May.
    2. Joshua D. Angrist & Kevin Lang, 2004. "Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program," American Economic Review, American Economic Association, vol. 94(5), pages 1613-1634, December.
    3. Esther Duflo & Pascaline Dupas & Michael Kremer, 2011. "Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya," American Economic Review, American Economic Association, vol. 101(5), pages 1739-1774, August.
    4. Jacobus de Hoop, 2010. "Selective Secondary Education and School Participation in Sub-Saharan Africa: Evidence from Malawi," Tinbergen Institute Discussion Papers 10-041/2, Tinbergen Institute.
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    Cited by:

    1. Park, Albert & Shi, Xinzheng & Hsieh, Chang-tai & An, Xuehui, 2015. "Magnet high schools and academic performance in China: A regression discontinuity design," Journal of Comparative Economics, Elsevier, vol. 43(4), pages 825-843.
    2. Song, Yang, 2019. "Sorting, school performance and quality: Evidence from China," Journal of Comparative Economics, Elsevier, vol. 47(1), pages 238-261.
    3. 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.
    4. 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).

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