Migration is one of the main ways of alleviating poverty in developing countries, including China. However, there are concerns about the potential negative effects of migration on the educational achievement of the children that are left behind in villages when one or both of their parents out-migrate to cities. This paper examines changes in school performance before and after the parents of students out-migrate. Surprisingly, we find that there is no significant negative effect of migration on school performance. In fact, we find that educational performance improves in migrant households in which the father out-migrates.

Previous studies have found that the returns to education in rural China are far lower than estimates for other developing economies. In this paper, we seek to determine why previous estimates are so low and provide estimates of what we believe are more accurate measures of the returns. Whereas estimates for the early 1990s average 2.3 percent, we find an average return of 6.4 percent. Furthermore, we find even higher returns among younger people, migrants, and for post-primary education. The paper demonstrates that, although part of the difference between our estimate and previous estimates can be attributed to increasing returns during the 1990s, a larger part of the difference is due to the nature of the data and the methodological approaches used by other authors.

Testing the tradeoff between child quantity and quality within a family is complicated by the endogeneity of family size. Using data from the Chinese Population Census, this paper examines the effect of family size on child educational attainment in China. We find a negative correlation between family size and child educational attainment, even after we control for the birth order effect. We then instrument family size by the exogenous variation that is induced by a twin birth, and find a causal link between family size and children’s education. We also find that the effect of family size is more evident in rural China, where the public education system is poor. These findings suggest a quantity-quality tradeoff of children in developing countries.

In this paper, we examine the effect of maternal education on the health of young children by using a large sample of adopted children from China. As adopted children are genetically unrelated to the nurturing parents, the educational effect on them is most likely to be the nurturing effect. We find that the mother's education is an important determinant of the health of adopted children even after we control for income, the number of siblings, health environments, and other socioeconomic variables. Moreover, the effect of the mother's education on the adoptee sample is similar to that on the own birth sample, which suggests that the main effect of the mother's education on child health is in post-natal nurturing. Our work provides new evidence to the general literature that examines the determinants of health and that examines the intergenerational immobility of socioeconomic status.