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发展经济学 workshop：Family Background, After-school Tutoring, and Student Achievement: Experimental Evidence from Rural China
发布日期：2016-12-07 08:37 来源：北京大学国家发展研究院
时间：2016年12月7日14：00-15：30
地点：国家发展研究院万众一楼小教室
主讲人：Hongliang Zhang
Title: Family Background, After-school Tutoring, and Student Achievement: Experimental Evidence from Rural China
Abstract: In this paper, we exploit the “left-behind children” phenomenon caused by massive rural-to-urban migration in China to examine differences in both home learning environment and the heterogeneous treatment effects of an outside after-school tutoring program for children cared by grandparents versus parents. We first develop a simple model in which parents have comparative advantage in tutoring than grandparents and thus spend more time in home tutoring. However, with an increase in the outside after-school tutoring, both types of guardians will substitute their own tutoring inputs away, but the extent of this substitution is much larger for parents than grandparents. We then proceed to an empirical analysis of a randomized cross-age tutoring experiment in which high-achieving 4th and 5th graders provided high-dosage, one-to-one tutoring to low-achieving 2nd and 3rd graders in a rural county in China with a high prevalence of “left-behind children.” We find that the tutoring program significantly improved tutees’ math scores but not Chinese scores, and the test score gains in math are significantly larger for children with both parents absent. Moreover, children cared by grandparents reported little reduction in home tutoring time after participating the outside tutoring program, whereas those cared by parents reported a large reduction in home tutoring time. These findings suggest an important role of family background in affecting the effectiveness of the remedying educational program in the form of after-school tutoring.
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发展经济学 workshop：Family Background, After-school Tutoring, and Student Achievement: Experimental Evidence from Rural China
发布日期：2016-12-07 08:37 来源：北京大学国家发展研究院
时间：2016年12月7日14：00-15：30
地点：国家发展研究院万众一楼小教室
主讲人：Hongliang Zhang
Title: Family Background, After-school Tutoring, and Student Achievement: Experimental Evidence from Rural China
Abstract: In this paper, we exploit the “left-behind children” phenomenon caused by massive rural-to-urban migration in China to examine differences in both home learning environment and the heterogeneous treatment effects of an outside after-school tutoring program for children cared by grandparents versus parents. We first develop a simple model in which parents have comparative advantage in tutoring than grandparents and thus spend more time in home tutoring. However, with an increase in the outside after-school tutoring, both types of guardians will substitute their own tutoring inputs away, but the extent of this substitution is much larger for parents than grandparents. We then proceed to an empirical analysis of a randomized cross-age tutoring experiment in which high-achieving 4th and 5th graders provided high-dosage, one-to-one tutoring to low-achieving 2nd and 3rd graders in a rural county in China with a high prevalence of “left-behind children.” We find that the tutoring program significantly improved tutees’ math scores but not Chinese scores, and the test score gains in math are significantly larger for children with both parents absent. Moreover, children cared by grandparents reported little reduction in home tutoring time after participating the outside tutoring program, whereas those cared by parents reported a large reduction in home tutoring time. These findings suggest an important role of family background in affecting the effectiveness of the remedying educational program in the form of after-school tutoring.
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