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| 1 |
ID:
163335
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| Summary/Abstract |
In this paper, we attempt to evaluate the effectiveness of reading programs at improving the reading skills and academic achievement of primary school students in rural China. Using survey data on 4108 students, we find that students exhibited low levels of reading achievement, independent reading quantity, and reading confidence in the absence of any treatment. However, our results also suggest that properly designed treatments may improve the reading and academic outcomes of students. Specifically, we found that increased access to independent reading materials coupled with effective teacher training led to significant improvements in student reading skills, math test scores, and Chinese test scores. We believe that these improvements are due to changes in reading instruction and the attitudes of teachers toward reading. These findings indicate that encouraging higher reading quantity and providing high-quality reading instruction are important components for programs that seek to improve student outcomes in developing country settings.
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| 2 |
ID:
147618
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| Summary/Abstract |
We use regression discontinuity design to examine the effect of a system of public exam high schools, which admit students solely by pre-existing achievement, on student college entrance exam scores in Beijing, China. More selective exam schools may have higher peer quality and sometimes are equipped with more experienced teachers and better facilities. We find, however, that elite exam high schools, which are the most selective, have no effects on student test scores. We find that on average the system of exam schools improves student performance on the exam, which indicates that students benefit from attending more selective non-elite schools. The results on qualifying for college admission are consistent with our findings about test scores. Differences among schools in peer achievement, student/teacher ratio and the percentage of certificated and experienced teachers partially explain our findings; self-choices of track and exam participation do not explain test scores or college admission.
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| 3 |
ID:
187898
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| Summary/Abstract |
The school shutdown due to the global pandemic of coronavirus disease 2019 (COVID-19) can lead to an increase in educational inequality through disproportionately affecting disadvantaged children. We use data from a unique survey of 7202 junior high school students and their parents from Shaanxi province to explore whether the school shutdown enlarged the educational gap between students with different parental socioeconomic statuses (SES) during the pandemic. We find that students with more highly educated parents experienced an increase in relative test rankings after the shutdown period. A 1-year increase in parents' education led to a relative 0.18-percentile increase in students' rankings of total test scores. We also identify the mechanisms behind the enlarged gap by means of heterogeneity analyses. We show that parents' education mainly affected children's academic performance through parents' engagement in their children's homeschooling, mitigating the negative impacts of Internet addiction on students, and serving as substitutes for teachers who were unable to teach well online.
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| 4 |
ID:
152518
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| Summary/Abstract |
China's rapid development and urbanization over the past 30 years have caused large numbers of rural residents to migrate to urban areas in search of work. This has created a generation of children who remain behind in rural areas when their parents migrate for work. Previous research has found mixed impacts of parental migration on the educational achievement of left-behind children (LBC), perhaps because of methodological deficiencies and lack of recognition of the heterogeneity of this population of children. Our study attempts to examine the impact of six types of parental migration on the academic achievement of a rural junior high school sample. Our study uses a panel of 7148 junior high school students to implement a difference-in-difference analysis and finds that parental migration has a negative and significant impact on the academic achievement of junior high school students. Our study suggests that the Chinese Government should implement measures to dismantle barriers to the human capital accumulation of LBC to ensure sustainable economic growth and human capital development in China.
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| 5 |
ID:
143446
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| Summary/Abstract |
Using a survey of 19,977 children in two provinces, this paper explores the prevalence, correlates and potential consequences of poor vision among children in China's vast but understudied rural areas. We find that 24% of sample students suffer from reduced uncorrected visual acuity in either eye and 16% in both eyes. Poor vision is significantly correlated with individual, parental and family characteristics, with modest magnitudes for all correlates but home province and grade level. The results also suggest a possible adverse impact of poor vision on academic performance and mental health, particularly among students with severe poor vision.
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