Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions
利用美国数学竞赛数据，发现不同高中培养高成就数学学生的比率差异很大，且这些差异并非主要由学生特征或同伴效应导致，而是与学校效能有关。
This paper uses data from the American Mathematics Competitions to examine the rates at which different high schools produce high-achieving math students. There are large differences in the frequency with which students from seemingly similar schools reach high achievement levels. The distribution of unexplained school effects includes a thick tail of schools that produce many more high-achieving students than is typical. Several additional analyses suggest that the differences are not primarily due to unobserved differences in student characteristics. The differences are persistent across time, suggesting that differences in the effectiveness of educational programs are not primarily due to direct peer effects.