This study examines the relationship between student achievement and teaching practices aimed at raising student performance on a high stakes college entrance examination—the Russian Unified State Exam (USE). Data come from a survey of 3000 students conducted in 2010 in three Russian regions, and the analysis employs a student fixed effects method that estimates the impact of mathematics and Russian language teachers’ practices in advanced and basic tracks on students’ exam results.
The Impact of Vocational Teachers on Student Learning in Developing Countries: Does Enterprise Experience Matter?
Although vocational schooling is responsible for educating a large share of students in the world today, there is little evidence about what factors matter for vocational student learning. Using data on approximately 1,400 vocational students in one eastern province in China, we employ a student fixed effects model to identify whether teacher enterprise experience—believed to be one of the most important factors for vocational student learning—increases students’ technical skills. We find that enterprise experience has a substantial positive impact on students’ technical skills.
Students in rural China are dropping out of secondary school at troubling rates. While there is considerable quantitative research on this issue, no systematic effort has been made to assess the deeper reasons behind student decision-making through a mixed-methods approach. This article seeks to explore the prevalence, correlates and potential reasons for rural dropout throughout the secondary education process.