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Teacher quality and gender-differentiated long-term outcomes: Evidence from rural China

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  • Chen, Yongli
  • Liu, Chen

Abstract

This study examines the long-term effects of teacher quality improvement on gender-differentiated outcomes in rural China. Using nationally representative survey data and a cohort difference-in-differences design, we exploit the staggered implementation of China’s Special Post Teacher Program (SPTP) as a quasi-natural experiment. We find that SPTP exposure increases schooling attainment and cognitive performance for both genders, with larger gains for females. These gender differences in educational impacts are more pronounced in areas with higher female teacher representation. Moreover, gender-differentiated effects also appear in later-life outcomes: exposed women are more likely to enter cognitively intensive occupations, delay marriage, have fewer children, and exhibit higher levels of political engagement. Overall, the findings suggest that improvements in teacher quality can have lasting and gender-differentiated effects extending beyond schooling.

Suggested Citation

  • Chen, Yongli & Liu, Chen, 2026. "Teacher quality and gender-differentiated long-term outcomes: Evidence from rural China," Economics of Education Review, Elsevier, vol. 112(C).
    • Handle: RePEc:eee:ecoedu:v:112:y:2026:i:c:s0272775726000294
    DOI: 10.1016/j.econedurev.2026.102787
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    Keywords

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    JEL classification:

    • H30 - Public Economics - - Fiscal Policies and Behavior of Economic Agents - - - General
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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