Projects per year
The paramount importance of after-school tutoring has led some sociologists and educators to refer to it as the “shadow educational system,” which exists alongside the formal educational system with increasing relative size, particularly in some East Asian countries. A number of empirical studies in the literature of economics and sociology examine the impact of afterschool tutoring. However, most of these studies use non-experimental data, which often leads to problems of interpretation due to the issue of endogeneity. This paper conducts a theoretical and empirical investigation into the effect of after-school tutoring on the academic performances of some Chinese primary school students. Based on the data collected from a randomized controlled trial, our estimates show significant positive effect of after-school tutoring on the test score in mathematics. Moreover, this effect is significantly stronger for the children whose both parents are away from home, a phenomenon that is common in rural China.
|Number of pages||29|
|Publication status||Published - 13 Jul 2017|
|Event||18th annual Meeting of the Association for Public Economic Theory - Paris, France|
Duration: 10 Jul 2017 → 13 Jul 2017
|Conference||18th annual Meeting of the Association for Public Economic Theory|
|Period||10/07/17 → 13/07/17|
Bibliographical noteThe authors are grateful to the funding support provided by the National Natural Science Foundation of China (No. 71173178), Hong Kong Research Grants Council General Research Fund (No. 458910), and the CUHK Research Committee Group Research Scheme. They also thank the Educational Bureau of the Longhui County in China for administrative support and Chuantao Cui, Bei Luo, Amy Ru Chien Tseng, Jia Wu, Xiang Zhou for excellent research assistance.
Remedying Education through Information Technology and Teacher Incentives: An Experimental Study in Rural China (通過資訊技術與教師激勵來增進中國農村的教育水準)
FAN, C. Z. S., MACHIN, S. & VIARENGO, M.
1/01/16 → 31/12/18
Project: Grant Research
BEHRMAN, J. R., FAN, C. S., WEI, X., ZHANG, H., & ZHANG, J. (2017). Family Background, After-school Tutoring, and Student Achievement: Theory and Experimental Evidence from Rural China. Paper presented at 18th annual Meeting of the Association for Public Economic Theory, Paris, France. https://pet2017paris2.sciencesconf.org/139414/document