School Inputs and Educational Attainment in Jiangsu, China

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Abstract/Contents

Abstract: This paper leverages panel data collected from Jiangsu Province, China from 2001 to 2004 for examining the effects of school inputs such as class size and teacher education on educational attainment, represented by the percentage of middle school graduates who advance to high school or equivalent education. The results show that while middle school class size and educational investment do not have much impact, lower historic elementary school class size and higher teacher education have significant, positive effects on educational attainment. These conclusions differ from what is generally supported in western literature and contain additional policy implications for a developing region.

Type of resource	text
Date created	May 2007

Author	Wang, Xiao
Primary advisor	Rosston, Gregory
Degree granting institution	Stanford University, Department of Economics

Subject	Stanford Department of Economics
Subject	Jiangsu Province
Subject	China
Subject	educational attainment
Subject	class size
Subject	teacher education
Genre	Thesis

Location	https://purl.stanford.edu/sk117wv3595

Use and reproduction: User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.

Preferred Citation: Wang, Xiao. (2007). School Inputs and Educational Attainment in Jiangsu, China. Stanford Digital Repository. Available at: https://purl.stanford.edu/sk117wv3595

Stanford University, Department of Economics, Honors Theses

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