一、题目：The Long-Run Educational Benefits of High-Achieving Classrooms
张鹏，现为香港中文大学（深圳）经管学院经济学助理教授，发展经济学顶级期刊Journal of Development Economics副主编，SSCI权威期刊China Economic Review副主编。他于2016-2020曾担任香港理工大学经济学助理教授。张鹏博士研究方向为环境经济学、发展经济学、劳动经济学和健康经济学。他的论文发表在经济学综合期刊The Economic Journal，发展经济学顶级期刊Journal of Development Economics（4篇）和环境经济学顶级期刊Journal of Environmental Economics and Management（3篇）等。张鹏博士于2016年6月获得美国加州大学圣芭芭拉分校(University of California, Santa Barbara)经济学博士学位。
Despite the prevalence of school tracking, evidence on whether it improves student success is mixed. This paper studies how tracking within high school impacts high-achieving students’ short- and longer-term academic outcomes. Our setting is a large and selective Chinese high school, where first-year students are separated into high-achieving and regular classrooms based on their performance on a standardized exam. Classrooms differ in terms of peer ability, teacher quality, class size, as well as level and pace of instruction. Using newly collected administrative data and a regression discontinuity design, we show that high-achieving classrooms improve math test scores by 0.23 standard deviations, with effects persisting throughout the three years of high school. Effects on performance in Chinese and English language subjects are more muted. We further find that high-achieving classrooms substantially increase scores on the national college entrance exam—the sole determinant of university admission in China—and raise enrollment in elite universities.