一、題目：The Long-Run Educational Benefits of High-Achieving Classrooms

二、主講人：張鵬，香港中文大學（深圳）經管學院經濟學助理教授

張鵬，現為香港中文大學（深圳）經管學院經濟學助理教授，發展經濟學頂級期刊Journal of Development Economics副主編，SSCI權威期刊China Economic Review副主編。他于2016-2020曾擔任香港理工大學經濟學助理教授。張鵬博士研究方向為環境經濟學、發展經濟學、勞動經濟學和健康經濟學。他的論文發表在經濟學綜合期刊The Economic Journal，發展經濟學頂級期刊Journal of Development Economics（4篇）和環境經濟學頂級期刊Journal of Environmental Economics and Management（3篇）等。張鵬博士于2016年6月獲得美國加州大學聖芭芭拉分校(University of California, Santa Barbara)經濟學博士學位。 

三、時間：2022年6月20日上午 10：00-11:30  

四、地點：騰訊會議 717-371-954 

五、主持人：彭俞超副教授，學術交流部主任 

六、内容簡介

Despite the prevalence of school tracking, evidence on whether it improves student success is mixed. This paper studies how tracking within high school impacts high-achieving students’ short- and longer-term academic outcomes. Our setting is a large and selective Chinese high school, where first-year students are separated into high-achieving and regular classrooms based on their performance on a standardized exam. Classrooms differ in terms of peer ability, teacher quality, class size, as well as level and pace of instruction. Using newly collected administrative data and a regression discontinuity design, we show that high-achieving classrooms improve math test scores by 0.23 standard deviations, with effects persisting throughout the three years of high school. Effects on performance in Chinese and English language subjects are more muted. We further find that high-achieving classrooms substantially increase scores on the national college entrance exam—the sole determinant of university admission in China—and raise enrollment in elite universities.