School-to-School Collaboration, Student Learning Outcomes, and Mediating Factors: Evidence From Shanghai's Strong School Project

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Purpose Despite the growing emphasis on promoting school collaborations, few quantitative studies have investigated the relationship between school-to-school collaboration and student learning, particularly outside the United Kingdom and the United States. This study examines the effects of Shanghai's Strong School Project (SSP), a policy initiated in 2018 to improve low-achieving schools through partnerships with high-performing schools, on students’ academic achievement and explores potential mediating factors. Design/Approach/Methods We used data from the 2018 and 2021 waves of the evaluation of middle school quality in Shanghai, including test scores in Chinese, English, Math, and Sciences, and surveys of students, teachers, and principals. Our analysis employed difference-in-differences (DID), propensity score matching combined with DID analysis (PSM-DID), and causal mediation analysis within the framework of DID. Findings School-to-school collaboration through SSP significantly enhanced test scores in all four subjects. The most pronounced effect was in Math, with a 0.67 standard deviation increase, followed by Chinese at 0.63 standard deviation. Causal mediation analysis indicated that improvements in academic performance primarily stemmed from enhanced peer relationships and principal leadership. Originality/Value This study provides quantitative evidence linking school-to-school collaboration with student learning outcomes, highlighting positive associations between collaboration and school outcomes in China, adding to the predominant literature from the United Kingdom and the United States.

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