The Relationship between the Teacher Education Level and Student Academic Achievement: An Empirical Study Based on Data from the China Education Panel Survey

Abstract

Optimizing teachers’ qualifications has been viewed as a consequential strategy for the comprehensive enhancement of the quality of basic education in China. Drawing on baseline and follow-up data from the China Education Panel Survey (CEPS), this study investigates the effects of teacher education levels on student academic performance using the hierarchical linear model (HLM). The effects are measured by the students’ academic gains in secondary Chinese language, mathematics, and English.