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.
This is a study of higher education in the world's four largest developing economies—Brazil, Russia, India, and China. Already important players globally, by mid-century, they are likely to be economic powerhouses. But whether they reach that level of development will depend in part on how successfully they create quality higher education that puts their labor forces at the cutting edge of the information society.
As a result of increasing interest among policymakers, secondary vocational schooling has expanded steadily during the past two decades in China. This paper assesses whether China’s secondary vocational schooling is measuring up to government benchmarks for quality, whether poor students have access to quality secondary vocational schooling, and whether poor students have financial aid assistance to attend. These government benchmarks include the following: teacher qualification and training, student opportunities for practical training, and adequate facilities.
The Impact of a Senior High School Tuition Relief Program on Poor Junior High School Students in Rural China
The authors would like to acknowledge the support of LICOS, K.U. Leuven. We also thank Jade Chien, a supporter/advisor of the Rural Education Action Project, and her family. The project could not have been done without the collaboration of the Ningshan County, Shiquan County and Hanying County bureaus of education. We thank Jiang Jun, the former head of Education Bureau of Ningshan, for support during the project. The students from Northwest University of Xi’an, especially Fan Li and Huan Wang, carried out the survey work. We thank each and every one of them.
Can Information and Counseling Help Students from Poor, Rural Areas Go to High School? Evidence from China
Recent studies have shown that only about two-thirds of the students from poor, rural areas in China finish junior high school and enter high school. One factor that may be behind the low rates of high school attendance is that students may be misinformed about the returns to schooling or lack career planning skills.
Past studies find that disadvantaged students in the United States are often misinformed about college costs and financial aid opportunities and thus may make sub-optimal decisions regarding college. This information problem may be even more serious in developing countries. We therefore conducted a cluster-randomized controlled trial to examine the effects of providing information on college costs and financial aid to high school students in poor regions of northwest China. We find that information increases the likelihood that students receive some types of financial aid.