“Hidden School Choice” and Academic Success: Examining Social Class Differences in School Admission Strategies in China

The relationship between school choice and academic performance remains a contentious topic in educational research. This study examines how different school admission strategies affect student achievement in China, with particular attention to variations by social class. Analyzing data from the China Education Panel Survey (CEPS), the results indicate that family socioeconomic status (SES) and migration status are key factors influencing school admission strategies. The use of doubly robust estimators shows that while these admission strategies do not significantly affect children’s cognitive development, they have a detrimental effect on their exam scores. These negative outcomes are most evident among children from middle SES backgrounds. The study also investigates different types of admission strategies, finding that reliance on social capital is particularly harmful for middle SES students. In contrast, academic preparation positively influences students from high SES backgrounds. The results suggest that in an education system focused on merit and exams, where school choice is tightly controlled by authorities, the effects of admission strategies are generally minimal or even harmful.