@TechReport{iza:izadps:dp15039,
            	author={Canaan, Serena and Mouganie, Pierre and Zhang, Peng},
            	title={The Long-Run Educational Benefits of High-Achieving Classrooms},
            	year={2022},
	month={Jan},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={15039},
            	url={https://www.iza.org/publications/dp15039},
	abstract={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 23 percent of a standard deviation, with effects persisting throughout the three years of high school. Effects on performance in Chinese and English language subjects are more muted. Importantly, we find that high-achieving classrooms substantially raise enrollment in elite universities, as they increase scores on the national college entrance exam—the sole determinant of university admission in China. },
	keywords={teacher quality;peer quality;classroom tracking;regression discontinuity;China},
            }