择校学生能否影响非择校生的学业表现？——来自随机分班数据的经验证据

Can School-Choice Students Affect the Academic Performance of Non-School-Choice Students? Empirical Evidence from Randomized Class Assignment Data

摘要:

文章使用中国教育追踪调查基线数据（2013—2014学年）中的随机分班样本，详细讨论了班级择校学生比例与非择校生学业发展之间的关系。结果显示，班级择校学生比例增加将直接降低非择校生工作日和周末的学业投入水平，进而引发非择校生学业成绩的下降。异质性分析表明，首先，班级择校学生比例增加主要降低非择校生的英语成绩；其次，班级择校学生比例增加主要降低男性非择校生的学业成绩；再次，择校学生与非择校生相处时间越长，择校学生对非择校生学业发展的阻碍作用将愈加明显；最后，与“以房择校”相比，班级内通过“权钱并施”方式就读的学生比例增加更不利于非择校生的学业发展。文章由择校的同伴效应视角切入，为贯彻落实义务教育阶段“就近入学”政策提供新的经验证据。

Abstract:

This study examines the relationship between the proportion of school-choice students in a class and the academic development of non-school-choice students, utilizing random class assignment data from the baseline of the China Education Panel Survey (2013-2014). The findings show that a higher proportion of school-choice students in a class directly reduces the academic engagement of non-school-choice students on both schooldays and weekends, subsequently leading to a decline in their academic performance. The heterogeneity analysis reveals that the increase in the proportion of school-choice students primarily affects the English performance of non-school-choice students, with a more pronounced negative impact on male non-school-choice students. Additionally, the longer the interaction between school-choice and non-school-choice students, the more significant the adverse impact on the academic development of non-school-choice students. Furthermore, compared to "school choice by housing", the increase in students enrolled through "power and money" methods is more detrimental to the academic development of non-school-choice students. By examining the peer effects of school choice, this paper provides new empirical evidence supporting the implementation of the "nearby enrollment" policy during compulsory education.