Jamie Johnston, Prashant Loyalka, James Chu, Yingquan Song, Hongmei Yi, Xiaoting Huang, and Scott Rozelle
Although vocational schooling is responsible for educating a large share of students in the world today, there is little evidence about what factors matter for vocational student learning. Using data on approximately 1,500 vocational students in one eastern province in China, we employ a student fixed effects model to identify whether teacher enterprise experience—believed to be one of the most important factors for vocational student learning—increases students’ technical skills. We find that enterprise experience has a substantial positive impact on students’ technical skills. Furthermore, the impacts are concentrated on high-achieving students. In contrast, policies to provide teachers with “professional certifications” (given to teachers who participate in short-term trainings) have no positive impact.
teachers, vocational schooling, high school, China, student fixed effects