The Rural Education Action Program is part of the Stanford Center on China’s Economy and Institutions.
Education
Recent Scholarly Publications
Records 24 / 174
Skill Levels and Gains in University STEM Education in China, India, Russia, and the United States
Universities contribute to economic growth and national competitiveness by equipping students with higher-order thinking and academic skills. Despite large investments in university science,...
It All Starts at Home: 'Home Reading Environment and Reading Outcomes in Rural China'
Background: The educational resources that parents provide at home are crucial to their children’s development. In this study, we focused on home reading environment, a key contributor to success...
The Impact of Internet Use on Adolescent Learning Outcomes: Evidence from Rural China
Purpose:
Internet use has become particularly prevalent among adolescents, prompting much thought and concern about both its potential benefits and adverse effects on adolescent learning outcomes...
Early Childhood Reading in Rural China and Obstacles to Caregiver Investment in Young Children: A Mixed-Methods Analysis
February 2021
Studies have shown that nearly half of rural toddlers in China have cognitive delays due to an absence of stimulating parenting practices, such as early childhood reading, during the critical first...
Rural Minimum Living Standard Guarantee (Rural Dibao) Program Boosts Children's Education Outcomes in Rural China
January 2021
Purpose: To combat poverty in China's rural areas, Chinese government has established an unconditional cash transfer program known as the Rural Minimum Living Standard Guarantee (Rural Dibao)...
IQ, Grit, and Academic Achievement: Evidence from Rural China
January 2021
Promoting an educated labor force is critical for emerging economies.
Cognitive Ability and Academic Performance Among Left-Behind Children: Evidence from Rural China
December 2020
Little attention has been paid to the role that low levels of cognitive development (or IQ) play among both left-behind children (LBCs) and children living with parents (CLPs) in the context of...
The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment
December 2020
In Taiwan, thousands of students from Yuanzhumin (aboriginal) families lag far behind their Han counterparts in academic achievement.
The Impacts of Highly Resourced Vocational Schools on Student Outcomes in China
December 2020
Policymakers in developing countries have prioritized the mass expansion of vocational education and training (VET). Evidence suggests, however, that the quality of VET can be poor.
Examining Mode Effects for an Adapted Chinese Critical Thinking Assessment
October 2020
We examine the effects of computer-based versus paper-based assessment of critical thinking skills, adapted from English (in the U.S.) to Chinese.
Invisible China: How the Urban-Rural Divide Threatens China’s Rise
October 2020
Book Synopsis: As the glittering skyline in Shanghai seemingly attests, China has quickly transformed itself from a place of stark poverty into a modern, urban, technologically savvy economic...
Correlates of Participation in Community-Based Interventions: Evidence from a Parenting Program in Rural China
September 2020
A growing body of literature has documented that community-based early childhood development (ECD) interventions can improve child developmental outcomes in vulnerable communities.
Institutions, Implementation, and Program Effectiveness: Evidence from a Randomized Evaluation of Computer-Assisted Learning in Rural China
September 2020
There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness.
Schooling and Covid-19: Lessons from Recent Research on EdTech
August 2020
The wide-scale global movement of school education to remote instruction due to Covid-19 is unprecedented.
Education and EdTech during COVID-19: Evidence from a Large-Scale Survey during School Closures in China
August 2020
In response to the COVID-19 epidemic, many education systems have relied on distance learning and educational technologies to an unprecedented degree.
The Impact of Computer Assisted Learning on Rural Taiwanese Children: Evidence from a Randomized Experiment
August 2020
The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however,...
“At Three Years of Age, We Can See the Future”: Cognitive Skills and the Life Cycle of Rural Chinese Children
July 2020
BACKGROUND: Although the Chinese education system has seen massive improvements over the past few decades, there are still large academic achievement gaps between rural and urban areas that...
Independent Reading in Rural China's Elementary Schools: A Mixed-Methods Analysis
June 2020
Abstract: Independent reading—unassigned reading for personal pleasure—has been shown to be an important driver of reading skills and academic success.
School Quality and Peer Effects: Explaining Differences in Academic Performance between China’s Migrant and Rural Students
June 2020
In China, parents have a choice to either send their children to private migrant schools in urban areas or to keep them in their own county.
Factors Linked to Cultivating Successful Readers: Evidence from Rural China
June 2020
In China, education gaps exist not only between rural and urban students, but also within the population of rural students.
Teacher Qualifications and Development Outcomes of Preschool Children in Rural China
May 2020
In the preschool period, interactions between teachers and children are an essential input for healthy development.
Large-Scale International Assessments of Learning Outcomes: Balancing the Interests of Multiple Stakeholders
May 2020
The demand for large-scale assessments in higher education, especially at an international scale, is growing.
Why Aren't Rural Children Completing Compulsory Education? A Survey-Based Study in China, 2003 to 2011
May 2020
Purpose: Although China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school.
Feeling Bad and Doing Bad: Student Confidence in Reading in Rural China
May 2020
This article reports on research conducted to investigate student confidence in reading by collecting data from 135 primary schools in rural China.
People
