Impact of Second-Parent Migration on Student Academic Performance in Northwest China and its Implications

Bai, Yu; Neubauer, Michael; Ru, Tong; Shi, Yaojiang; Kenny, Kaleigh; Rozelle, Scott

doi:10.1080/00220388.2019.1690136

Cited by 8 publications

(10 citation statements)

References 26 publications

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“…Although this might be a bit counterintuitive, the finding is likely due to a higher schooling expectation following the decision of the parent to out-migrate. Such a finding would be consistent with the work of Bai et al (2016).…”

Section: Resultssupporting

confidence: 93%

Why aren't rural children completing compulsory education? A survey-based study in China, 2003 to 2011

Liu

Rozelle²

2020

CAER

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PurposeAlthough China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school. In this paper, the authors use a multi-year (2003–2011) longitudinal survey data set on rural households in 102–130 villages across 30 provinces in China to examine the extent to which students still drop out of school prior to finishing compulsory education.Design/methodology/approachTo examine the correlates of dropping out, the study uses ordinary least squares and multivariate probit models.FindingsDropout rate from junior high school was still high (14%) in 2011, even though it fell across the study period. There was heterogeneity in the measured dropout rate. There was great variation among different regions, and especially among different villages. In all, 10% of the sample villages showed extremely high rates during the study period and actually rose over time. Household characteristics associated with poverty and the opportunity cost of staying in school were significantly and negatively correlated with the completion of nine years of schooling.Research limitations/implicationsThe findings of this study suggest that China needs to take additional steps to overcome the barriers keeping children from completing nine years of schooling if they hope to either achieve their goal of having all children complete nine years of school or extend compulsory schooling to the end of twelfth grade.Originality/valueThe authors seek to measure the prevalence of both compulsory education rates of dropouts and rates of completion in China. The study examines the correlates of dropping out at the lower secondary schooling level as a way of understanding what types of students (from what types of villages) are not complying with national schooling regulations. To overcome the methodological shortcomings of previous research on dropout in China, the study uses a nationally representative, longitudinal data set based on household surveys collected between 2003 and 2011.

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Section: Resultssupporting

confidence: 93%

Why aren't rural children completing compulsory education? A survey-based study in China, 2003 to 2011

Liu

Rozelle²

2020

CAER

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“…The phenomenon of LBCs has drawn more attention in the literature. As a result, researchers have thoroughly examined how children's academic performance is affected by the "left behind" status brought on by parents' immigration, for example, (Chang et al, 2019;Bai et al, 2019;Chen et al, 2009;McKenzie and Rapoport, 2011;Xu, 2018;Zhang et al, 2014), educational outcomes (Wang et al, 2014), physical health (Murphy et al, 2016;Yu et al, 2014) and mental health (Chang et al 2019;Gao, 2010;Zhou et al, 2005). However, due to a lack of reliable data, research on how parental migration affects the non-cognitive development of children who are left behind is still in its infancy.…”

mentioning

confidence: 99%

Effect of parental migration on the noncognitive abilities of left-behind school-going children in rural China

Abbasi

Luo

Sohail

2023

Humanit Soc Sci Commun

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This paper explores the question of whether parental migration is a significant source of human capital development or whether it is harmful to non-cognitive ability development. In light of this, a research question was raised: what is the effect of different statuses of parental migration on the non-cognitive abilities of left-behind children in rural China? To answer this research question, the study uses the China Education Panel Survey (CEPS) data wave-I and employs the Propensity Score Matching (PSM) method. The findings revealed that the decision of one or both parents to migrate hurts the non-cognitive abilities of the left-behind school-going children. The results imply that parental migration of one or both parents in rural China is detrimental to the non-cognitive abilities of the left-behind children (LBCs). Therefore, parents should stay or move with their children instead of leaving them with relatives or grandparents. Furthermore, the government must concentrate on removing obstacles to education, especially for migrants, by undertaking initiatives like expanding the number of schools for LBCs and waiving tuition fees. Moreover, the government needs to take action to improve the lives of LBCs and find solutions to their problems. Lastly, the authorities need to promote economic change to create a more balanced economy.

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“…In terms of the learning outcomes of LBCs (vs CLPs), there have been numerous studies that have reported on the academic performance of this group (Bai, Zhang, Liu, Shi, Mo and Rozelle, 2016; Bai, Neubauer, Ru, Shi, Kenny and Rozelle, 2016; Hu and Li, 2009; Ye et al , 2006; Chen, 2009). However, as we discussed above, some studies found that LBCs performed worse academically than CLPs; others reported that there were no significant differences between LBCs and CLPs.…”

Section: Discussionmentioning

confidence: 99%

The academic performance of primary school students from rural China

Liu

Xue

Shi

et al. 2018

CAER

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Purpose Low levels of human capital in rural China are rooted in the poor schooling outcomes of elementary school students. The purpose of this paper is to provide insight into the distribution of academic performance in rural China and identify vulnerable groups. Design/methodology/approach The authors draw on a data set of 25,892 observations constructed from 11 school-level surveys spanning nine provinces and one municipality in China conducted from 2013 to 2015. Findings The authors find that the distribution of academic performance is uneven across provinces and subgroups. In general, male students, Han, living in richer counties, living with their parents and studying in rural public schools do better academically than female students, non-Han, living in poorer counties, left behind and studying in private migrant schools in cities. Research limitations/implications Using the results of this study, policymakers should be able to better target investments into rural education focusing on at risk subpopulations. Originality/value With limited data sources, the research on the academic performance of students in rural China is largely absent. The findings of this study help to fill the gaps in the literature base.

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Impact of Second-Parent Migration on Student Academic Performance in Northwest China and its Implications

Cited by 8 publications

References 26 publications

Why aren't rural children completing compulsory education? A survey-based study in China, 2003 to 2011

Why aren't rural children completing compulsory education? A survey-based study in China, 2003 to 2011

Effect of parental migration on the noncognitive abilities of left-behind school-going children in rural China

The academic performance of primary school students from rural China

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