| Srl | Item |
| 1 |
ID:
177119
|
|
|
|
|
| Summary/Abstract |
Considerable efforts have been made to increase the energy efficiency of school buildings across the country. Despite this, limited research examines the relationship between energy efficiency and student productivity. We use a unique panel dataset from a suburban school district that includes information on school building energy efficiency, measured by Energy Star scores, and other environmental attributes of buildings, as well as measures of individual student achievement, measured by standardized test scores. The empirical analysis controls for student and school fixed effects and evaluates the relationship between school characteristics and achievement. Separate models also evaluate how school characteristics impact student health and behavioral outcomes and the how these outcomes influence student test scores. We find no evidence that Energy Star scores have an impact on the indoor school environment or student performance on standardized tests, suggesting that building energy performance does not come at a cost to the performance of building inhabitants. We also find positive relationships between building thermal comfort and visual quality and standard test scores. Overall, the results highlight the importance of considering both the environmental and human capital impacts associated with decisions about investments in school infrastructure.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
143358
|
|
|
|
|
| Summary/Abstract |
Teacher quality is an important factor in improving student achievement. As such, policymakers have constructed a number of different credentials to identify high quality teachers. Unfortunately, few of the credentials used in developing countries have been validated (in terms of whether teachers holding such credentials actually improve student achievement). In this study, we employ a student-fixed effects model to estimate the impact of teacher credentials on student achievement in the context of the biggest education system in the world: China. We find that having a teacher with the highest rank (a credential based on annual assessments by local administrators) has positive impacts on student achievement relative to having a teacher who has not achieved the highest rank. We further find that teacher rank has heterogeneous impacts, benefiting economically poor students more than non-poor students. However, whether a teacher attends college or holds teaching awards does not appear to provide additional information on teacher quality (in terms of improving student achievement).
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 3 |
ID:
176589
|
|
|
|
|
| Summary/Abstract |
Policymakers in developing countries have prioritized the mass expansion of vocational education and training (VET). This study examines whether the quality of VET in developing countries increases by investing greater resources per student. To achieve this goal, we examine the impacts of attending model schools (which have far more resources per student) on a range of student cognitive, non‐cognitive, and behavioral outcomes. Using representative data from a survey of approximately 12,000 VET students from China, multivariate regression and propensity score matching analyses show that attending model vocational high schools do not benefit student outcomes, despite their substantially greater resources.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 4 |
ID:
161882
|
|
|
|
|
| Summary/Abstract |
The goal of this study is to examine the effect of student loans and need-based grants on financially disadvantaged student academic performance in China's higher education. We used a large sampled data from 101 universities to conduct our study. By employing different matching methods, we found that receiving a student loan did not improve student academic performance, but slightly increased students' likelihood of doing a part-time job. Likewise, receiving a need-based grant had no significant effect on student academic performance. We argue that current financial aid programs do not yield any measurable improvement on student performance. Reform and more rigorous evaluations are needed to design an effective financial aid program to promote the development of higher education in China.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|