Does preschool attendance affect the urban-rural cognition gap among middle school students? Evidence from China Education Panel Survey
Bibliographic Data
| ID | 13059654 |
|---|---|
| Authors | Lei Zheng (0000-0003-4015-0110, Beijing Normal University, corresponding author), Qiuyi Weng (National Institute of Education Sciences), Xin Gong (0000-0002-9018-918X, Central China Normal University) |
| Year | 2021 |
| Volume | 8 |
| Issue | 1 |
| Publication date | 2021-07-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Chinese Sociology (JOURNAL) |
| Journal identifiers | ISSN: 2198-2635 • E-ISSN: 2198-2635 |
| Publisher | Springer Nature (PUBLISHER • SG) |
| DOI | 10.1186/s40711-021-00150-1 |
| OpenAlex | W3178444430 |
| Language | EN |
| Citations received | 6 |
| References cited | 24 |
Cognitive abilities have a great impact on individuals’ socioeconomic status. Among the factors that affect cognitive ability, early childhood development and preschool education are vital. However, evidence on the effect of preschool attendance on the urban-rural cognition gap from large-scale samples is almost nonexistent. Based on a nationally representative dataset from the China Education Panel Survey, this study fills this gap by presenting evidence of a significant cognition gap between urban and rural middle school students. We find a consistent positive relationship between preschool attendance and cognitive ability in grade 7 and grade 9 based on ordinary least squares and propensity score matching estimations. Results based on a Blinder-Oaxaca decomposition suggest that the differences between urban and rural students in preschool education account for 28% to 44% of the between-group cognition gap. We also simulate the effects of policy interventions meant to develop preschool education on the narrowing of the urban-rural cognition gap
Affect (linguistics · Attendance · China · Cognition · Developmental psychology · Early childhood · Economic growth · Geography · Panel data · Political science · Propensity score matching · Psychological intervention · Rural area · Socioeconomic status · Sociology · Survey data collection · Demography · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Youth Substance Use and School Attendance
Preschool education and non-cognitive skills
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Preschool advantage
Can improvements in teacher quality reduce the cognitive gap between urban and rural students in China
Parental Perception of Remote Education in Pandemic
Interventions for left-behind children in Mainland China
The economics, technology, and neuroscience of human capability formation
Education Inequality between Rural and Urban Areas of the People's Republic of China, Migrants’ Children Education, and Some Implications
Early Childhood Care and Education
The fetal and infant origins of adult disease.
The Technology of Skill Formation
The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior
Can Early Childhood Interventions Decrease Inequality of Economic Opportunity
The effects of preschool attendance on adolescent outcomes in rural China
Early achievement in rural China
Influences of monetary and non-monetary family resources on children's development in verbal ability in China
Preschool attendance and school-age profiles
Accounting for Intergenerational Income Persistence
Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence
Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes
Killing Me Softly
Human Capital and China's Future Growth
The Causal Effects of Rural-to-Urban Migration on Children's Well-being in China
Cognitive Ability
| Citations per year | 2 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |