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The impact of Primary School Investment Reallocation on Educational Attainment in Rural Areas of the People's Republic of China

dc.contributor.authorTobias Haepp
dc.contributor.authorLidan Lyu
dc.date.accessioned2018-04-02T21:12:09Z
dc.date.available2018-04-02T21:12:09Z
dc.date.issued2018-03-15
dc.identifier.urihttp://hdl.handle.net/11540/8100
dc.description.abstractIn this paper we analyze the effect of removing village-level primary schools and effectively merging these into larger township-level schools on educational attainment in rural areas of the People’s Republic of China (PRC). We employ individual- and village-level information from the China Household Ethnic Survey (CHES), which covers regions that are intensively affected by the removal campaign. We find a negative effect of school removals on primary school and junior high school completion rates. However, we also find positive effects on educational attainment beyond junior high school for those students who began their education in the new merged primary schools. This effect can be attributed to resource pooling and higher teacher quality in the new schools. The adverse effects are more severe for girls, especially if the new schools do not provide boarding and are located far away from student residences, and for children whose parents have low educational attainment, thus exacerbating gender inequality and the intergenerational transmission of education inequality. Our findings provide an important reference for other developing countries that will need to reallocate primary school investment in the future.
dc.languageEnglish
dc.publisherAsian Development Bank Institute
dc.titleThe impact of Primary School Investment Reallocation on Educational Attainment in Rural Areas of the People's Republic of China
dc.typeWorking Papers
dc.subject.expertExaminations
dc.subject.expertHigher education institutions
dc.subject.expertFree education
dc.subject.expertEducational policy
dc.subject.expertProject finance
dc.subject.expertTechnology assessment
dc.subject.expertResources evaluation
dc.subject.expertAid evaluation
dc.subject.expertEconomic evaluation
dc.subject.expertCost benefit analysis
dc.subject.adbQuality Education
dc.subject.adbLevels Of Education
dc.subject.adbHigher Education Costs
dc.subject.adbEducational Testing
dc.subject.adbEducational Surveys
dc.subject.adbEducational Reforms
dc.subject.adbResults-Based Monitoring And Evaluation
dc.subject.adbPublic Policy Evaluation
dc.subject.adbProgram Evaluation
dc.subject.adbEvaluation Criteria
dc.subject.naturalObjective tests
dc.subject.naturalEducational tests and measurements
dc.subject.naturalCollege preparation programs
dc.subject.naturalCollege dropouts
dc.subject.naturalDiscrimination in higher education
dc.subject.naturalUniversities and colleges
dc.subject.naturalEducational accountability
dc.subject.naturalScholarships
dc.subject.naturalPrediction of dropout behavior
dc.subject.naturalScholarships
dc.subject.naturalResults mapping
dc.subject.naturalSelf-evaluation
dc.subject.naturalParticipatory monitoring and evaluation
dc.subject.naturalEducational evaluation
dc.subject.naturalCost effectiveness
dc.title.seriesADBI Working Paper Series
dc.title.volumeNo. 821
dc.contributor.imprintAsian Development Bank Institute
oar.themeEducation
oar.themeEvaluation
oar.themeLabor Migration
oar.adminregionEast Asia Region
oar.countryPeople's Republic of China
oar.identifierOAR-007689
oar.authorTobias Haepp
oar.authorLidan Lyu
oar.googlescholar.linkpresenttrue


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  • ADBI Working Papers
    The Asian Development Bank Institute (ADBI) Working Paper series is a continuation of the formerly named Discussion Paper series which began in January 2003. The numbering of the papers continued without interruption or change. ADBI was established in 1997 in Tokyo, Japan, to help build capacity, skills, and knowledge related to poverty reduction and other areas that support long-term growth and competitiveness in developing economies in Asia and the Pacific.

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