Unequal Access to College in China: How Far Have Poor, Rural Students Been Left Behind?
In: The China quarterly: an international journal for the study of China, Band 221, Heft 221, S. 185-207
ISSN: 0305-7410, 0009-4439
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In: The China quarterly: an international journal for the study of China, Band 221, Heft 221, S. 185-207
ISSN: 0305-7410, 0009-4439
In: The China quarterly, Band 229, S. 172-194
ISSN: 1468-2648
Inequalities in college access are a major concern for policymakers in both developed and developing countries. Policymakers in China have largely tried to address these inequalities by helping disadvantaged students successfully transition from high school to college. However, they have paid less attention to the possibility that inequalities in college access may also arise earlier in the pathway to college. The purpose of this paper is to understand where inequalities emerge along the pathway to college in China, focusing on three major milestones after junior high. By analysing administrative data on over 300,000 students from one region of China, we find that the largest inequalities in college access emerge at the first post-compulsory milestone along the pathway to college: when students transition from junior high to high school. In particular, only 60 per cent of students from poor counties take the high school entrance exam (compared to nearly 100 per cent of students from non-poor counties). Furthermore, students from poor counties are about one and a half times less likely to attend academic high school and elite academic high school than students from non-poor counties. (China Q/GIGA)
World Affairs Online
In: The China quarterly: an international journal for the study of China, Heft 221, S. 185-207
ISSN: 0305-7410, 0009-4439
In the 1990s, rural youth from poor counties in China had limited access to college. After mass college expansion started in 1998, however, it was unclear whether rural youth from poor counties would gain greater access. The aim of this paper is to examine the gap in college and elite college access between rural youth from poor counties and other students after expansion. We estimate the gaps in access by using data on all students who took the college entrance exam in 2003. Our results show that gaps in access remained high even after expansion. Rural youth from poor counties were seven and 11 times less likely to access any college and elite Project 211 colleges than urban youth, respectively. Much larger gaps existed for disadvantaged subgroups (female or ethnic minority) of rural youth from poor counties. We also find that the gaps in college access were mainly driven by rural-urban differences rather than differences between poor and non-poor counties within rural or urban areas. (China Q/GIGA)
World Affairs Online
In: China economic review, Band 23, Heft 4, S. 898-917
ISSN: 1043-951X
In: Economic Development and Cultural Change, Band 72, Heft 4, S. 1923-1962
ISSN: 1539-2988
In: The China quarterly, Heft 228, S. 905-926
ISSN: 1468-2648
Accumulation of human capital is indispensable to spur economic growth. If students fail to acquire needed skills, not only will they have a hard time finding high-wage employment in the future but the development of the economies in which they work may also stagnate owing to a shortage of human capital. The overall goal of this study is to try to understand if China is ready in terms of the education of its labour force to progress from middle-income to high-income country status. To achieve this goal, we seek to understand the share of the labour force that has attained at least some upper secondary schooling (upper secondary attainment) and to benchmark these educational attainment rates against the rates of the labour forces in other countries (e.g. high-income/OECD countries; a subset of G20 middle-income/BRICS countries). Using the sixth population census data, we are able to show that China's human capital is shockingly poor. In 2010, only 24 per cent of China's entire labour force (individuals aged 25-64) had ever attended upper secondary school. This rate is less than one-third of the average upper secondary attainment rate in OECD countries. China's overall upper secondary attainment rate and the attainment rate of its youngest workers (aged 25-34) is also the lowest of all the BRICS countries (with the exception of India for which data were not available). Our analysis also demonstrates that the statistics on upper secondary education reported by the Ministry of Education (MoE) are overestimated. In the paper, we document when MoE and census-based statistics diverge, and raise three possible policy-based reasons why officials may have begun to have an incentive to misreport in the mid-2000s. (China Q/GIGA)
World Affairs Online
In: The China quarterly: an international journal for the study of China, Band 224, Heft 224, S. 1048-1069
ISSN: 0305-7410, 0009-4439
In: Journal of labor economics: JOLE, Band 37, Heft 3, S. 621-662
ISSN: 1537-5307
In: The China quarterly, Band 221, S. 185-207
ISSN: 1468-2648
AbstractIn the 1990s, rural youth from poor counties in China had limited access to college. After mass college expansion started in 1998, however, it was unclear whether rural youth from poor counties would gain greater access. The aim of this paper is to examine the gap in college and elite college access between rural youth from poor counties and other students after expansion. We estimate the gaps in access by using data on all students who took the college entrance exam in 2003. Our results show that gaps in access remained high even after expansion. Rural youth from poor counties were seven and 11 times less likely to access any college and elite Project 211 colleges than urban youth, respectively. Much larger gaps existed for disadvantaged subgroups (female or ethnic minority) of rural youth from poor counties. We also find that the gaps in college access were mainly driven by rural–urban differences rather than differences between poor and non-poor counties within rural or urban areas.
In: Economic Development and Cultural Change, Band 63, Heft 2, S. 393-422
ISSN: 1539-2988
In: Economics of education review, Band 36, S. 26-40
ISSN: 0272-7757
In: Asian Development Bank Economics Working Paper Series No. 718
SSRN
In: Journal of development effectiveness, Band 14, Heft 4, S. 306-339
ISSN: 1943-9407
World Affairs Online
In: Journal of policy analysis and management: the journal of the Association for Public Policy Analysis and Management, Band 42, Heft 2, S. 552-570
ISSN: 1520-6688
AbstractThe previous expansion of EdTech as a substitute for traditional learning around the world, the recent full‐scale substitution due to COVID‐19, and potential future shifts to blended approaches suggest that it is imperative to understand input substitutability between in‐person and online learning. We explore input substitutability in education by employing a novel randomized controlled trial that varies dosage of computer‐assisted learning (CAL) as a substitute for traditional learning through homework. Moving from zero to a low level of CAL, we find positive substitutability of CAL for traditional learning. Moving from a lower to a higher level of CAL, substitutability changes and is either neutral or even negative. The estimates suggest that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide prior to, during, and after the pandemic.
In: Journal of development effectiveness, Band 11, Heft 2, S. 105-131
ISSN: 1943-9407