Abstract
Government commitment to early-life education intervention has contributed to human capital accumulation and economic growth in developing countries. Using data from the China Family Panel Studies, we investigate the effects of the primary school consolidation program on children’s cognitive development and behavioral performance. Using a cohort difference-in-differences model, we find that rural children who experienced school consolidation performed better in cognitive tests and had higher levels of openness of the Big Five personality traits, but lower levels of extraversion. Further analysis suggests that early-life education intervention generates long-term effects. Those who experienced school consolidation had higher educational attainment, better occupational fit, and more consistent independent learning, but difficulties in interpersonal interaction. Our findings imply that early-life education intervention should pay more attention to the cultivation of socio-emotional abilities.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
