Tutoring efficacy, household substitution, and student achievement : Experimental evidence from an after-school tutoring program in rural China

Jere R. BEHRMAN; C. Simon FAN; Naijia GUO; Xiangdong WEI; Hongliang ZHANG; Junsen ZHANG

doi:10.1111/iere.12668

Tutoring efficacy, household substitution, and student achievement : Experimental evidence from an after-school tutoring program in rural China

Jere R. BEHRMAN, C. Simon FAN, Naijia GUO, Xiangdong WEI, Hongliang ZHANG, Junsen ZHANG^*

^*Corresponding author for this work

Department of Economics

Research output: Journal Publications › Journal Article (refereed) › peer-review

2 Citations (Scopus)

Abstract

After-school tutoring has risen globally despite limited evidence of effectiveness. We implement a randomized after-school tutoring program in rural China where many children are left-behind by parents in care of grandparents. Compared to tutees cared for by parents, those in care of grandparents reported much smaller home-tutoring reductions but larger test-score gains. We interpret our data analysis with a model with tutoring efficacy and substitution between private and public inputs both differing by family background: Increased public tutoring generates larger test-score gains for children who experience greater tutoring efficacy and lesser substitution with household inputs, consistent with our estimates.

Original language	English
Journal	International Economic Review
Early online date	28 Aug 2023
DOIs	https://doi.org/10.1111/iere.12668
Publication status	E-pub ahead of print - 28 Aug 2023

Bibliographical note

We thank Joshua Angrist, Jonathan Davis, Weili Ding, Esther Duflo, Steven Lehrer, Leign Linden, Xiang Ma, Mark Rosenzweig, and seminar participants at the National University of Singapore, Peking University, Shanghai Jiao Tong University, Seoul National University, 2016 Asian Family in Transition Conference, and2019 Asian and Australasian Society of Labour Economists Conference for valuable discussion and comments. We are also grateful to the Educational Bureau of the Longhui County in China for administrative support, and Chuantao Cui, Sudong Hua, Bei Luo, Amy Ru Chien Tseng, Baojun Wang, Kunlun Wang, Jia Wu, and Xiang Zhou for excellent research assistance. This study is registered in the AEA RCT Registry and the unique identifying number is AEARCTR-0005294.The study obtained approval from the Chinese University of Hong Kong Survey and Behavioural Research Ethics Committee and informed consent from the guardians of the students involved in the experiment.

Publisher Copyright:
© 2023 the Economics Department of the University of Pennsylvania and the Osaka University Institute of Social and Economic Research Association.

Funding

We acknowledge 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 Chinese University of Hong Kong Research Committee Group Research Scheme.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1111/iere.12668

Cite this

@article{c290f23118cc4694b57425c2a335fe91,

title = "Tutoring efficacy, household substitution, and student achievement : Experimental evidence from an after-school tutoring program in rural China",

abstract = "After-school tutoring has risen globally despite limited evidence of effectiveness. We implement a randomized after-school tutoring program in rural China where many children are left-behind by parents in care of grandparents. Compared to tutees cared for by parents, those in care of grandparents reported much smaller home-tutoring reductions but larger test-score gains. We interpret our data analysis with a model with tutoring efficacy and substitution between private and public inputs both differing by family background: Increased public tutoring generates larger test-score gains for children who experience greater tutoring efficacy and lesser substitution with household inputs, consistent with our estimates.",

author = "BEHRMAN, {Jere R.} and FAN, {C. Simon} and Naijia GUO and Xiangdong WEI and Hongliang ZHANG and Junsen ZHANG",

note = "We thank Joshua Angrist, Jonathan Davis, Weili Ding, Esther Duflo, Steven Lehrer, Leign Linden, Xiang Ma, Mark Rosenzweig, and seminar participants at the National University of Singapore, Peking University, Shanghai Jiao Tong University, Seoul National University, 2016 Asian Family in Transition Conference, and2019 Asian and Australasian Society of Labour Economists Conference for valuable discussion and comments. We are also grateful to the Educational Bureau of the Longhui County in China for administrative support, and Chuantao Cui, Sudong Hua, Bei Luo, Amy Ru Chien Tseng, Baojun Wang, Kunlun Wang, Jia Wu, and Xiang Zhou for excellent research assistance. This study is registered in the AEA RCT Registry and the unique identifying number is AEARCTR-0005294.The study obtained approval from the Chinese University of Hong Kong Survey and Behavioural Research Ethics Committee and informed consent from the guardians of the students involved in the experiment. Publisher Copyright: {\textcopyright} 2023 the Economics Department of the University of Pennsylvania and the Osaka University Institute of Social and Economic Research Association.",

year = "2023",

month = aug,

day = "28",

doi = "10.1111/iere.12668",

language = "English",

journal = "International Economic Review",

issn = "0020-6598",

publisher = "Wiley-Blackwell Publishing Ltd",

}

TY - JOUR

T1 - Tutoring efficacy, household substitution, and student achievement : Experimental evidence from an after-school tutoring program in rural China

AU - BEHRMAN, Jere R.

AU - FAN, C. Simon

AU - GUO, Naijia

AU - WEI, Xiangdong

AU - ZHANG, Hongliang

AU - ZHANG, Junsen

N1 - We thank Joshua Angrist, Jonathan Davis, Weili Ding, Esther Duflo, Steven Lehrer, Leign Linden, Xiang Ma, Mark Rosenzweig, and seminar participants at the National University of Singapore, Peking University, Shanghai Jiao Tong University, Seoul National University, 2016 Asian Family in Transition Conference, and2019 Asian and Australasian Society of Labour Economists Conference for valuable discussion and comments. We are also grateful to the Educational Bureau of the Longhui County in China for administrative support, and Chuantao Cui, Sudong Hua, Bei Luo, Amy Ru Chien Tseng, Baojun Wang, Kunlun Wang, Jia Wu, and Xiang Zhou for excellent research assistance. This study is registered in the AEA RCT Registry and the unique identifying number is AEARCTR-0005294.The study obtained approval from the Chinese University of Hong Kong Survey and Behavioural Research Ethics Committee and informed consent from the guardians of the students involved in the experiment. Publisher Copyright: © 2023 the Economics Department of the University of Pennsylvania and the Osaka University Institute of Social and Economic Research Association.

PY - 2023/8/28

Y1 - 2023/8/28

N2 - After-school tutoring has risen globally despite limited evidence of effectiveness. We implement a randomized after-school tutoring program in rural China where many children are left-behind by parents in care of grandparents. Compared to tutees cared for by parents, those in care of grandparents reported much smaller home-tutoring reductions but larger test-score gains. We interpret our data analysis with a model with tutoring efficacy and substitution between private and public inputs both differing by family background: Increased public tutoring generates larger test-score gains for children who experience greater tutoring efficacy and lesser substitution with household inputs, consistent with our estimates.

AB - After-school tutoring has risen globally despite limited evidence of effectiveness. We implement a randomized after-school tutoring program in rural China where many children are left-behind by parents in care of grandparents. Compared to tutees cared for by parents, those in care of grandparents reported much smaller home-tutoring reductions but larger test-score gains. We interpret our data analysis with a model with tutoring efficacy and substitution between private and public inputs both differing by family background: Increased public tutoring generates larger test-score gains for children who experience greater tutoring efficacy and lesser substitution with household inputs, consistent with our estimates.

UR - http://www.scopus.com/inward/record.url?scp=85170529268&partnerID=8YFLogxK

U2 - 10.1111/iere.12668

DO - 10.1111/iere.12668

M3 - Journal Article (refereed)

SN - 0020-6598

JO - International Economic Review

JF - International Economic Review

ER -

Tutoring efficacy, household substitution, and student achievement : Experimental evidence from an after-school tutoring program in rural China

Abstract

Bibliographical note

Funding

UN SDGs

Access to Document

Other files and links

Embargoed Document

Fingerprint

Cite this