The Effect of Early Commitment of Financial Aid on Matriculation to Senior High School Among Poor Junior High Students in Rural China

Liu, Chengfang; Yi, Hongmei; Luo, Renfu; Bai, Yunli; Zhang, Linxiu; Shi, Yaojiang; Wang, Huan; Chu, James; Rozelle, Scott

doi:10.2139/ssrn.2938388

Cited by 6 publications

(6 citation statements)

References 27 publications

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“…After identifying the initial sample of studies, I excluded studies if they did not meet at least one of the criteria. Several studies were conducted in preschool grades (He, Linden, & MacLeod, 2009;Jukes et al, 2006) or secondary grades (Angrist, Bettinger, Bloom, King, & Kremer, 2002;Blimpo, 2010;Liu et al, 2013). Some studies did not randomly assign units to treatment and control groups (Heyneman, Jamison, & Montenegro, 1984;Inamdar, 2004;Nitsaisook & Anderson, 1989;Rosas et al, 2003).…”

Section: Criteria For Study Inclusion and Exclusionmentioning

confidence: 99%

Improving Learning in Primary Schools of Developing Countries

McEwan

2015

Review of Educational Research

350

218

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Section: Criteria For Study Inclusion and Exclusionmentioning

confidence: 99%

Improving Learning in Primary Schools of Developing Countries

McEwan

2015

Review of Educational Research

350

218

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“…In contexts where staying in school involves a considerable opportunity cost, scholarships are seen as an incentive for children to stay in school instead of working (Liu et al 2013;Yi et al 2015). As is the case with other financial incentives, scholarships are also thought to increase parental involvement in education through their increased monitoring of schools and teachers (Kremer, Miguel & Thornton 2009) …”

Section: Merit-based Scholarships and Incentivesmentioning

confidence: 99%

The impact of education programmes on learning and school participation in low- and middle-income countries

Snilstveit¹,

Stevenson²,

Menon³

et al. 2016

101

105

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About 3ieThe International Initiative for Impact Evaluation (3ie) is an international grant-making NGO promoting evidence-informed development policies and programmes. We are the global leader in funding, producing and synthesising high-quality evidence of what works, for whom, why and at what cost. We believe that high-quality, policy-relevant evidence will help make development more effective and improve people's lives. 3ie in-house systematic reviews 3ie in-house systematic reviews appraise and synthesise the available high-quality evidence on the effectiveness of social and economic development interventions in low-and middle-income countries. 3ie's specialists follow scientifically recognised methods in conducting these reviews. They are quality assured according to internationally accepted standards. They are peer reviewed by members of an expert advisory group and three anonymous external reviewers. 3ie is providing leadership in demonstrating rigorous and innovative review methodologies, such as using theory-based approaches suited to informing policy and programming in the dynamic and challenging contexts of low-and middle-income countries.About this systematic review summary report 3ie systematic review summary reports distil key analyses and present the findings and recommendations of a full systematic review for policymakers and programme managers. The impact of education programmes on learning and school participation in low-and middle-income countries is based on a full review, Interventions for improving learning outcomes and access to education in low-and middle-income countries: a systematic review, which is available on the 3ie website. The summary report was peer-reviewed internally and by members of the expert advisory group convened for the full review.

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“…In fact, as argued in Wang et al (, ), during the past 10 years, less than half of individuals of high school age in poor rural China matriculated to high school. The number is not much higher when including new vocational education schools (Chu et al, ; Liu et al, ). In short, only approximately 60% of individuals who are in grade 3 of junior high end up matriculating into upper secondary school.…”

Section: Human Capital Inequality In China Todaymentioning

confidence: 99%

“…Tuition, fees and other expenses can be up to 5 to 10 times per capita income of the poor. Two studies have shown that reducing tuition would increase matriculation to high school (Chen et al, ; Liu et al, ).…”

mentioning

confidence: 99%

The human capital roots of the middle income trap: the case of China

Zhang

Luo

et al. 2013

Agricultural Economics

Self Cite

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China, like other middle income countries, is facing the challenges of the next stage of development as its leaders seek to guide the nation into becoming a high income country. In this article we explore one of the major challenges that China is facing in the transition from middle to high income: the management of inequality. In particular, we explore the possible roots of future inequality that is associated with a nation's underinvestment in the human capital of broad segments of its population. To meet this goal, we describe two challenges that China faces in the light of rising wage rates and highly unequal income distribution today. We first discuss the structural and institutional barriers that are discouraging many students (and their parents) from staying in school to achieve the levels of learning that we believe are necessary for preparing individuals for employment in the coming decades. We also identify severe nutritional and health problems. We believe that these nutrition and health problems, unless addressed, will continue to create human capital deficiencies in poor areas of rural China and locking in decades of hard-to-address inequality.JEL classifications: I14, I25, O15

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The Effect of Early Commitment of Financial Aid on Matriculation to Senior High School Among Poor Junior High Students in Rural China

Cited by 6 publications

References 27 publications

Improving Learning in Primary Schools of Developing Countries

Improving Learning in Primary Schools of Developing Countries

The impact of education programmes on learning and school participation in low- and middle-income countries

The human capital roots of the middle income trap: the case of China

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