CLASS TRACKS AND EDUCATION OUTCOMES: EVIDENCE FROM A CHINESE UNIVERSITY
Ming Li and
Contemporary Economic Policy, 2018, vol. 36, issue 2, 255-262
This article investigates the effect of being assigned to different class tracks on education outcomes in higher education. We use administrative data from a Chinese university where students are assigned to two tracks of English education. Students in the high achieving track enjoy exposure to better peers, but receive less instruction time before taking a national English test. A regression discontinuity design establishes evidence that being assigned to the high achieving track has a negligible effect. Our analysis shows that the null impact is due to the offsetting effects of instruction time and peers. (JEL I21, I23)
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Persistent link: https://EconPapers.repec.org/RePEc:bla:coecpo:v:36:y:2018:i:2:p:255-262
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