Can conditional grants attract better students? Evidence from Chinese teachers’ colleges |
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| Institution: | 1. Division of Social Science, The Hong Kong University of Science and Technology, Clear Water Bay, Kowloon, Hong Kong;2. Institute for Economic and Social Research, Jinan University, Guangzhou, China;1. University of Virginia, Charlottesville, VA 22904, United States;2. United States Military Academy, West Point, NY 10996, United States;3. The College of William & Mary, Williamsburg, VA 23187, United States;1. University of North Carolina at Greensboro, United States, and IZA Institute of LaborEconomics;2. University of Strathclyde, Scotland, United Kingdom;1. Jawaharlal Nehru University, India;2. Department of Economics, Wellesley College, 106 Central Street, Wellesley, MA 02481, United States;3. University of Michigan, United States |
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| Abstract: | This paper examines whether a conditional grant program for teacher trainees helped attract better students to teaching majors in Chinese universities. The Free Education for Future Teachers program implemented in top teachers’ colleges provides tuition exemption and a generous stipend package to students in teaching majors under the condition that the recipients teach in their home provinces after graduation. By comparing score changes between teaching and nonteaching (“regular”) majors and between program colleges and nonprogram teachers’ colleges, we find that this grant program helps attract students scoring 0.4–0.5 percentiles higher in the score distribution to teaching majors. Further analysis shows that the program impact is stronger in places where more students are likely to be credit-constrained. Our results suggest that conditional grants targeting university-based teacher training programs are effective in improving the selection of teachers. |
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