The impacts of transition to middle school on student cognitive, non-cognitive and perceptual developments: evidence from China

We examine the effect of the transition to a separate middle school after grade six on student cognitive, non-cognitive, and perceptual developments in China. We use an approach that combines inverse propensity score weighting and discrete factor approximation to address the endogeneity of the trans...

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Veröffentlicht in:Education economics 2020-07, Vol.28 (4), p.384-402
Hauptverfasser: Anderson, Kathryn, Gong, Xue, Hong, Kai, Zhang, Xi
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Sprache:eng
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