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Family Background, School Quality, Ability and Student Achievement in Rural China –Identification Using Famine-Generated Instruments

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  • Chen, Qihui

Abstract

This 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.

Suggested Citation

  • Chen, Qihui, 2009. "Family Background, School Quality, Ability and Student Achievement in Rural China –Identification Using Famine-Generated Instruments," 2009 Annual Meeting, July 26-28, 2009, Milwaukee, Wisconsin 49429, Agricultural and Applied Economics Association.
  • Handle: RePEc:ags:aaea09:49429
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    File URL: http://purl.umn.edu/49429
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    Keywords

    student achievement; school quality; ability; Famine in China 1958-1961; Consumer/Household Economics; Labor and Human Capital; Public Economics; J24; I21; D13;

    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

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