Did the "Strong School Project" in Shanghai Improve the Quality of Low-Performing Schools?

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: School Improvement Networks Grounded in Culture and Trust (Table 5)

Abstract

Achieving SDG 4.1 and ensuring all students complete equitable and quality primary and secondary education requires focusing on schools outside the high-income country contexts. In this paper, we examined Shanghai’s Strong School Project and its effects on students’ academic achievement. The SSP aimed to improve the effectiveness of teachers and school principals through partnering highly-skilled teachers and principals with low-performing schools. We employed PSM-DID models and estimated the causal effects of the SSP on students’ academic outcomes. Preliminary results indicated that the project has significantly improved students’ test scores in Chinese, Mathematics, English and Science. Our mechanism analyses revealed that the improvement of students’ academic performances was through positive changes in school climate rather than teachers’ teaching styles as previously assumed.

Authors

• Huacong Liu, Shanghai Jiao Tong University
  Presenting Author

• Maohua Wang, Shanghai Municipal Education Commission
  Non-Presenting Author