Family Background, School Quality, Ability and Student Achievement in Rural China –Identification Using Famine-Generated Instruments
AbstractThis paper investigates the determinants of academic achievement in basic education (grade 1-9) for a sample of children (aged 9-12 in 2000) from rural China. A set of instrumental variable generated by the Great Famine in China, 1958-1961, is used to instrument an error-ridden measure of child innate ability, the cognitive ability score of each sampled child. Empirical results indicate strong effects of family background variables such as household income and parental education. Father’s education has significantly positive effect on academic achievements for both boys and girls, while mother’s education only matters for girls. Consistent with the common findings in the literature, most of school quality variables do not have significantly positive effects on child academic achievements.
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Bibliographic InfoPaper provided by Agricultural and Applied Economics Association in its series 2009 Annual Meeting, July 26-28, 2009, Milwaukee, Wisconsin with number 49429.
Date of creation: 2009
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student achievement; school quality; ability; Famine in China 1958-1961; Consumer/Household Economics; Labor and Human Capital; Public Economics; J24; I21; D13;
Find related papers by JEL classification:
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- D13 - Microeconomics - - Household Behavior - - - Household Production and Intrahouse Allocation
This paper has been announced in the following NEP Reports:
- NEP-ALL-2009-05-16 (All new papers)
- NEP-EDU-2009-05-16 (Education)
- NEP-LAB-2009-05-16 (Labour Economics)
- NEP-NEU-2009-05-16 (Neuroeconomics)
- NEP-TRA-2009-05-16 (Transition Economics)
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