Abstract
This paper explores the impact of grandparents’ and children’s co-residence on children’s educational performance by using data from the 2014 Chinese Family Tracking Survey. Taking 10 - 15 years old children as the research object, this paper conducts an empirical study through an educational output value-added model, and uses Propensity Score Matching (PSM) method to solve the endogenous problem. The overall regression result shows that co-residence between grandparents and children significantly reduced children’s educational performance. On the one hand, due to the co-residence of grandparents, children’s parents need to bear a heavier burden of family care and the time invested by parents for children’s education decreased significantly; on the other hand, the co-residence of grandparents has reduced the family’s per capita income, and the family has significantly reduced education expenditures for children in the lower grades.
Highlights
Education is the main factor affecting the accumulation of human capital
This paper explores the impact of grandparents’ and children’s co-residence on children’s educational performance by using data from the 2014 Chinese Family Tracking Survey
Taking 10 - 15 years old children as the research object, this paper conducts an empirical study through an educational output value-added model, and uses Propensity Score Matching (PSM) method to solve the endogenous problem
Summary
Education is the main factor affecting the accumulation of human capital. The achievement of educational results in adolescence affects people’s achievement, happiness and their future life opportunities at the individual level, and affects the quality of a country’s labor force at the national level (Heckman, 2011). The performance of educational performance is the result of the combined effects of family, school, and social factors. The Coleman Report published in 1964 states that families have a greater impact on educational performance than schools and society (Coleman, 1966; Cheadle, 2008). Z. Geng researches on the family factors that affect children’s academic performance are mainly focused on the family’s economic and social status, such as parents’ education level, income, occupation, etc. The “resource dilution theory” believes that an increase in the number of siblings in a family will dilute the educational resources of each child in the family, having a suppressive effect on the development of children’s education (Blake, 1989; Downey, 1995; Zhang & Xie, 2015)
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