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.
- Received March 2008.
- Accepted October 2009.
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In this issue
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- Article
- Abstract
- I. Introduction
- II. The Roles of School Quality and Teacher Qualifications on Performance
- III. The Education Reform as a Natural Experiment
- IV. The Preference-Based Randomized Process of Student Assignment to Schools
- V. Effects of School Quality on Student Performance
- VI. Effects of Teacher Qualifications on Student Test Scores
- VII. Conclusions
- Footnotes
- References
- Figures & Data
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- References