Does attending elite colleges pay in China?

Li, Hongbin; Meng, Lingsheng; Shi, Xinzheng; Wu, Binzhen

doi:10.1016/j.jce.2011.10.001

Cited by 112 publications

(76 citation statements)

References 21 publications

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“…We also know that access to higher education varies for people from different social and geographical origins (Liu, 2015) and that the wage premium for graduates from elite universities is significantly higher than that for graduates from non-elite universities (Hartog et al, 2010;Li et al, 2012). More recently, comparative research has been conducted to examine how the massification of higher education has affected graduate employment and social mobility in Greater China and East Asian regions (Mok, 2015).…”

Section: A Note On East Asiamentioning

confidence: 99%

Expansion of higher education and inequality of opportunities: a cross-national analysis

Liu

Green²,

Pensiero³

2016

Journal of Higher Education Policy and Management

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Section: A Note On East Asiamentioning

confidence: 99%

Expansion of higher education and inequality of opportunities: a cross-national analysis

Liu

Green²,

Pensiero³

2016

Journal of Higher Education Policy and Management

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“…After completing compulsory education, students have to take an entrance examination to compete for limited educational opportunities at higher levels. Moreover, post-compulsory schools tend to be more stratified, with teaching quality often being associated with threshold admission scores (Li et al 2012). For example, in 2009, a total of 2,305 colleges were registered in China, among which, only 112 were in the allegedly higher quality “211 program,” which received more financial support from the government (Li et al 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, post-compulsory schools tend to be more stratified, with teaching quality often being associated with threshold admission scores (Li et al 2012). For example, in 2009, a total of 2,305 colleges were registered in China, among which, only 112 were in the allegedly higher quality “211 program,” which received more financial support from the government (Li et al 2012). These elite institutions of higher education accept students with higher test scores and yield higher earnings for students later in life (Li et al 2012).…”

Section: Introductionmentioning

confidence: 99%

Family Background, Private Tutoring, and Children’s Educational Performance in Contemporary China

Zhang

Xie

2015

Chinese Sociological Review

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The prevalence of private tutoring is often noted in the literature on education in East Asia. Empirical evidence concerning the causes and consequences of private tutoring, however, is sparse, especially for China. In this article, we draw upon data from the 2010 China Family Panel Studies to explore whether children’s tutoring experiences are influenced by family background and whether private tutoring benefits children’s educational performance. Our empirical analyses show that higher parental education, higher family income, and fewer siblings are all associated with a higher likelihood of private tutoring and higher levels of spending on it. Furthermore, private tutoring and spending on tutoring are predictive of higher verbal and math performances, although the difference in math performance between children who received private tutoring and those who did not is statistically insignificant after controlling for family background.

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“…16 Our inquiry permits an assessment as to how effective post-reform efforts have been at eradicating ethnic inequality through enhancing access to higher education. To the extent that the transition to a more market-oriented society increases the responsiveness of earnings to the quality of human capital (Zhong, 2011; Li et.al; 2012), our consideration of educational quality permits insight into whether or not in China, there is a labor market return to college/university quality (Long, 2008, 2010), and if it differs between minorities and the Han majority.…”

Section: Discussionmentioning

confidence: 99%

Does affirmative action in Chinese college admissions lead to mismatch? Educational quality and the relative returns to a baccalaureate degree for minorities in China

Ding

Myers

Price

2017

Int. j. anthropol. ethnol.

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This paper provides a unique illustration of the benefits of affirmative action in higher educaiton. It focuses on China in the early 21st Century to gauge the impacts of advantges afforded to ethnic minority group members in admissions to colleges and univerities. It specifically addresses a variant of the mismatch hypothesis that alleges that minority students sorted into higher ranked universities are worse off than equallty qualified minorities attending lower-ranked universities. In particular, we examine the expected earnings of minorities vs non-minorities attending elite vs less selective colleges and universities in China. The paper utilizes data from the 2002 Chinese Household Income Project to estimate the labor market return to graduating from college relative to high school to assess the impact of post-reform affirmative action in college/univerity admissions in China. Parameter estimates of heterogeneous treatment effects reveal that for minorities, the average treatment effect of earning a baccalaureate degree from colleges/universities ranked good and very good is high relative to the Han majority, and for those actually receiving the treatment from colleges/universities ranked good, and would be positive for those who could have earned a baccalaureate degree from colleges/universities ranked good and very good, but did not. Our results suggest that post-reform affirmative action education policies in China have been effective at improving the education and labor market outcomes of minorities, and that existing minority-Han disparities can be eliminated, and Chinese economic growth can be enhanced, by further expanding the pipeline of minorities that complete high school and enter into colleges/universities that grant baccalaureate degrees. Our findings suggest that the mismatch hypothesis cannot be viewed as a universal phenomenon that renders affirmative action in college/university admissions an ineffective policy tool to redress/remedy historic discrimination against minority groups.

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Does attending elite colleges pay in China?

Cited by 112 publications

References 21 publications

Expansion of higher education and inequality of opportunities: a cross-national analysis

Expansion of higher education and inequality of opportunities: a cross-national analysis

Family Background, Private Tutoring, and Children’s Educational Performance in Contemporary China

Does affirmative action in Chinese college admissions lead to mismatch? Educational quality and the relative returns to a baccalaureate degree for minorities in China

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