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.
We describe the degree to which household income is negatively associated with the prevalence of different types of disability (i.e. medical impairments) in China using data from the 2006 Second National Survey of Disabled Persons. We then calculate the extra costs of disability across different types of households and show how these costs differ by the type and severity of disability in both urban and rural areas.