Educational differences in parental time devoted to childcare in China

The intergenerational transmission of education in China has drawn extensive public and academic attention. This paper explores the differences in the amount of time Chinese parents spend on childcare stratified by education level and investigates the factors driving these differences. The analysis shows that more educated parents devote more time to childcare than less-educated parents. The educational differences in parental childcare time are particularly pronounced among working parents, parents with school-age children, and parents in the provinces where educational institutions are relatively scarce. Much of the extra childcare time is directed to educational care and travel with children. Compared to households in which the mother has less than a junior high school education, households with university-educated mothers spend 74 min more per day on childcare, with 58% of the extra time devoted to children's learning and education.     

Parental socioeconomic status and children’s cognitive ability in China

It is widely recognized that intergenerational transmission is one of the primary causes of persistent social inequality. Using nationally representative data, the China Family Panel Studies, this paper is one of the first to comprehensively investigate parental SES and children’s cognitive outcomes in China and moves beyond existing work by accounting for the direct intergenerational transmission of cognitive ability and by examining various novel mechanisms. Our results show that parents’ education rather than income is positively associated with their children’s cognitive abilities. The analysis of mechanisms shows that educational disparity widens the gap in parental investment, as well as parental beliefs regarding education and expectations for their children. Nevertheless, we do not find differences in parenting productivity. In addition, we find that the impact is more prominent in rural areas where education resources are much more limited. Various tests have been performed to prove the robustness of our findings.     

The impact of education on income inequality and intergenerational mobility

This paper analyses the effects of innate ability, compulsory education (grades 1–9), and non-compulsory education (grades 10–12 and higher education) on inequality and intergenerational mobility of income, by constructing a four-period overlapping-generation model. We find that innate ability and family investment in early education play important roles in explaining income inequality and intergenerational income mobility. Though children from the wealthiest families are only 1.36 times ‘smarter’ that those from the poorest, the gap in human capital expands to 2.35 at the end of compulsory education and to 2.89 at the end of non-compulsory education. One important reason for the increase is that poor families invest relatively less in children's early education than do wealthy families; therefore, their children attend lower-quality schools, which results in them being much less likely to participate in higher education. By simulating policy experiments for different types of government education expenditure, we find that direct subsidies to poor parents are the most efficient and effective policy for mitigating poor families' budget constraints with regard to early-education investment in their children.     

Does wealth matter? An assessment of China's rural-urban migration on the education of left-behind children

This paper decomposes the impact of parental migration on the education of children left behind. In particular, we examine whether children are enrolled in school on a timely basis according to their age when their parents are away. We found both theoretical and empirical evidence to support that parental migration generates a strong positive impact on timely enrollment if a child is from a less wealthy background. However, the effect decreases with family wealth, and reverses after reaching a threshold; we find this point using family house size as our proxy and the turning point occurs at a moderate size of approximately 148 square meters. In addition, we find a compensating effect that migrants tend to spend more on a child's education investment to offset for the loss of parental time care. Lastly, we found the overall impact of parental migration is negative on the timely enrollment of child. Thus, with the important heterogeneities attributed to wealth, our results suggest that the left behind children of more affluent parents may be pushed into worse human capital outcomes; given the rapid development of China, it may be the case that the current cohort of left behind children is less likely to be enrolled in school than earlier cohorts.     

Human capital investment in children: An empirical study of household child education expenditure in China, 2007 and 2011

Household education expenditure is an important component of human capital investment in children. In China, the rising child education expenditure and the subsequent financial burden on families have attracted much research and policy attention in the recent years. Using 2007 and 2011 data from the Urban Household Education Surveys, our empirical study provides new evidence on the education expenditure level, ratio of expenditure to household income, and inequality in this expenditure. We also elucidate changes in China's household education expenditure and explore factors associated with such changes. From the analysis, we obtain the following findings. First, education expenditure incurred outside the school significantly contributes to increasing household education expenditure. Second, compulsory education programs are effective in curbing in-school education expenditure; however, it does not prevent the rapidly increasing education investment outside school. Third, education expenditure disproportionally increases with family income. In other words, a larger share of the income earned by lower income families is spent on children's education, compared to higher income families.     

Does school shutdown increase inequality in academic performance? Evidence from COVID-19 pandemic in China

The school shutdown due to the global pandemic of coronavirus disease 2019 (COVID-19) can lead to an increase in educational inequality through disproportionately affecting disadvantaged children. We use data from a unique survey of 7202 junior high school students and their parents from Shaanxi province to explore whether the school shutdown enlarged the educational gap between students with different parental socioeconomic statuses (SES) during the pandemic. We find that students with more highly educated parents experienced an increase in relative test rankings after the shutdown period. A 1-year increase in parents' education led to a relative 0.18-percentile increase in students' rankings of total test scores. We also identify the mechanisms behind the enlarged gap by means of heterogeneity analyses. We show that parents' education mainly affected children's academic performance through parents' engagement in their children's homeschooling, mitigating the negative impacts of Internet addiction on students, and serving as substitutes for teachers who were unable to teach well online.     

Early Experience and Later Outcomes of Education: Schooling Transition Evidence from Indonesia

This paper investigates the effect of early school experience on later educational attainment. Using the Indonesia Family Life Survey (IFLS), we find that students who repeat a grade at primary school are less likely to progress to junior high school. We also find that grade retention is associated with lower rates of transition from junior high school to senior high school. The relationship persists across years and samples. Meanwhile, the age of students when starting school and the hours they spend there have limited effects on whether they continue their schooling. We also observe that the effects of parental education and household income on the transition of students from primary school to junior high school are weakening. Given the long-term impact of grade retention, policymakers should be cautious when recommending it for underachieving children and should look for alternatives.     

Asset or burden? Impact of children on parents’ retirement

If parents receive financial support in retirement from their children, having more children with higher earning power may expedite their retirement. On the other hand, retirement may be delayed if parents are burdened with educational expenses for children. We empirically investigate how the quantity and the education of children influence their parents’ retirement decisions. Due to the endogeneity of childrearing in the retirement decision, we employ the instrumental variable method with twin births and child deaths as instruments. We find that parents retire earlier when they have more children and better educated children and they receive a significant amount of transfers from children.     

Does productive microcredit improve rural children's education? Evidence from rural Vietnam

Whether increasing access to microcredit results in better educational outcomes for children’s education in rural areas remains an important but inconclusive topic in development literature. This paper contributes to this strand of research both theoretically and empirically. We develop a theoretical model where a representative household uses microcredit to fund its family business and maximises its lifetime utility. Based on the outcomes of its business, the parents make an optimal decision on the level of their children’s schooling investment. Solving the maximisation problem, we show that a household’s optimal education for its children is directly related to the level of microcredit. Empirically, we utilise the Vietnam Access to Resources Household Survey (VARHS) dataset from 2008 to 2016 to estimate the impact of microcredit on rural children’s schooling. We find that microcredit borrowing by rural households negatively affects their children’s education, which is more profound for boys than girls. Policymakers need to be aware of such side effects in designing microcredit policy and adopt auxiliary measures, such as incorporating a clause on children's education in the borrowing terms, to alleviate the negative impact on children’s educational outcomes.     

Rural–urban differences in parental spending on children's primary education in Malawi

Using Malawian data, this paper answers two interrelated questions: are there rural–urban differences in the factors that influence the probability that a household spends or does not spend on own children's education; and are there rural–urban differences in the factors that affect educational expenditure if a household decides to spend? Computed elasticities indicate that spending on education by rural households is more sensitive to changes in income compared with urban households, suggesting that spending on education in rural areas is a luxury good. In both areas, a mother's employment and education has a larger impact on spending compared with those of a father. Urban households compared with their rural counterparts are more sensitive to the quality of access to primary schools. We find no evidence of gender bias in school spending in urban areas, but rural households exhibit bias in favour of boys.     

School attendance and economic shocks: Evidence from rural Zimbabwe

Unpredicted shocks such as weather, pests or price changes affect agricultural households negatively or positively. The shocks have two opposite effects (income and substitution) on parents’ investments in the human capital of their children, and it is not predictable from theory whether the income effect or the substitution effect of a shock has a greater impact on the investments. Therefore, it is unknown whether human capital investments (i.e. sending children to school rather than having them work) are procyclical or countercyclical. In this paper we show how hyperinflation may affect investments in the education of children by their parents using three data-sets from Zimbabwe. We find that human capital investments are countercyclical (the substitution effect dominates) in rural areas of Zimbabwe during a shock. Therefore, policymakers in Zimbabwe need to be worried about decreased schooling of children during positive shocks in the rural areas.     

Education and growth: A simple model with complicated dynamics

We construct a simple model of education and growth in which children spend a fraction of their time and parents spend a fraction of their income on education. Both a strategic complementarity and an intergenerational externality are present. The interactions between each pair of consecutive generations lead to rich dynamics. We show that multiple growth equilibria arise, some of them periodic and some aperiodic. We also find a negative correlation between volatility and growth, without a one‐way causal relationship between the two being, necessarily, present. Rather, this negative correlation is driven by the structural characteristics of the economy.     

The effect of education expansion on intergenerational transmission of education: Evidence from China

More than 70 million people have attained a tertiary education due to China's higher education expansion (CHEE). Using data from the Chinese Household Income Project Survey, we examine how dose education expansion have an effect on the intergenerational transmission of education (ITE) by using the exogenous surge brought by CHEE. Our finding is that, after carefully addressing the interference induced by the Compulsory Education Laws and the selection bias caused by intergenerational co-residence, CHEE reduces ITE when educational achievement is measured by schooling years. However, when taking the quality of higher education into account, we find that CHEE does not have a significant effect on ITE, which suggests that the intergenerational inequality in higher education remains. Moreover, we identify the mechanism that the inequality in the quality of high school education extends to tertiary education to explains our findings. To account for the mixed findings in previous literatures, we further propose a general framework for understanding the effect of education expansion on ITE.     

Parental and sibling influence on study field choice: Gender-stereotypical or field preference transmission

Using respondents’ perceptions about parental and siblings’ influences on their educational decisions in the data of Taiwan Panel Survey of Family Dynamics, we found that sons’ study choices are more likely than those of daughters to be influenced by parents. In addition, females are likely to be influenced by their sisters to choose a non-science-related study field. Moreover, when fathers influence their sons’ educational decisions, sons tend to choose science-related study fields. Conversely, if mothers play a role in their sons’ educational decisions, sons are more likely to choose a non-science-related study field. From the cross-sex influences on children’s study field choice, that is, fathers’ influence on daughters and mothers’ influence on sons, we find that the effects of parents’ field preferences are stronger than the effects of parental gender stereotype. The gender of the influential family member is the key to determining whether the influenced member chooses a science or non-science study field. Furthermore, although we cannot prove a significant relationship between the degree of masculinity constructed from parents’ occupations and children’s study field choice, we show that parents play a vital role in field choice. In addition, we employ the bounding approach to show that our main findings remain robust to potential omitted-variable bias.     

Family Income and Educational Attainment: A Review of Approaches and Evidence for Britain

It is widely recognized that, on average, children from poorerbackgrounds have worse educational outcomes than their better-offpeers. There is less evidence on how this relationship has changedover time and, indeed, what exactly leads to these inequalities.In this paper we demonstrate that the correlation between familybackground (as measured by family income) and educational attainmenthas been rising between children born in the late 1950s andthose born two decades later. We then consider the extent towhich these associations are due to the causal effects of incomerather than the result of other dimensions of family background.We review the approaches taken to answering this question, drawingmainly on the US literature, and then present our own evidencefrom the UK, discussing the plausible range for the true impactof income on education. Our results indicate that income hasa causal relationship with educational attainment.     

Causal effects of family income on educational investment and child outcomes: Evidence from a policy reform in Japan

The Child Allowance Policy (CAP) in Japan, a nationwide cash transfer program for families with children, was designed to increase household expenditures toward children. Using unforeseen changes in the CAP that occurred due to the electoral results as a source of exogenous variation in income in the early 2010s, this paper examines the causal impact of family income on households’ private educational expenditures and child outcomes in the short-run, based on a longitudinal parent-child survey. The ordinary least squares (OLS) and first-differenced (FD) results show that family income is in most cases positively correlated with child's cognitive outcomes, and, to a lesser extent, with families’ educational expenditure on their children. Based on the FD instrumental variable (FD-IV) estimation, using unexpected changes in CAP payments as an instrument, we find positive income effects on educational expenditure in the short-run. However, we did not find statistically significant impacts on children's cognitive outcomes.     

Effects of school closure on household labor supply: Evidence from rural China

This paper studies the effects of school closure on household labor supply exploiting China's large-scale rural primary school closing during the early 2000s. Using CHNS 1991–2011 and CHIP 2007–2008 datasets and a difference-in-differences approach, we find that school closure significantly increases the total annual income of mothers of primary school-aged children, which comes virtually entirely from increases in wage income, due to more participation, more working hours, and higher wage rates. This significant positive effect can plausibly be attributed to their migration responses: mothers engage in temporary rural-urban migration to care for children following school closure. We find no effects on fathers' income and migration behavior. Our study provides the first causal estimation of the impacts of school closure on household labor supply and sheds light on the migration decision-making of rural females.     

共同富裕背景下父母受教育程度对子代收入的影响——基于CGSS2017年调查数据

以 CGSS（中国综合社会调查）2017年的微观数据为基础,分析父母受教育程度对子代收入的影响,同时考察子代受教育程度的中介作用。研究发现：父母受教育程度对子代收入有显著正向增收效应,且父亲的影响程度低于母亲;父母受教育的不平等会进一步加大子代收入差距;在父母受教育程度对子代收入的影响中,城镇、女性和东西部地区更为显著;子代受教育程度在父母受教育程度对子代的增收效应中存在部分中介作用。     

Inequality,poverty and prospects for redistribution

This paper demonstrates that poverty and inequality trends can diverge. It then discusses inequality trends and shows that, despite measurement issues, there is consensus that inequality is very high and has been rising over much of the post-transition period. Due to rising inequality within all groups, and particularly the black population, and lower inequality between race groups, within-group inequality has become the dominant form of inequality. That does not, however, detract from the fact that inequality between groups is still very large. High income inequality largely stems from inequality in access to wage income, due more to wage inequality than to unemployment. A Gini coefficient for wage income amongst the employed of above 0.60 effectively sets a floor to overall income inequality. The high wage premium to educated workers derives from a combination of a skills shortage at the top end of the educational spectrum, driving up their wages, and a surfeit of poorly-educated workers competing for scarce unskilled jobs dampening unskilled wages; if the unemployed were to find jobs, it would be in this bottom part of the wage distribution, and consequently this would not much reduce wage inequality. A continuation of the historical pattern whereby only a small segment of the population obtained good schooling would leave the structures underlying the large wage premium unaltered. The time frame for substantial inequality reduction is thus necessarily a long one, while poverty reduction efforts should not wait for this to occur.     

福建农村人力资本水平与农民收入

采用国家统计局福建农村住户调查数据,实证分析了农户家庭人力资本水平与家庭收入之间的关系,结果表明:户主的文化程度越高,农户家庭的总收入越高,家庭收入中来自稳定的收入越多,收入来源越多样化,家庭的生活水平越稳定。随着家庭平均教育水平的提高,农户家庭的收入也不断提高,教育投资的收入弹性呈递增趋势,随着时间的推进,教育对收入的效应逐渐加大。从培训来看,接受培训的农户家庭,其收入明显高于未接受者培训的家庭的人均纯收入,而且随着家庭劳动力接受培训次数的增加,家庭收入也不断增加。