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Background: Cognitive development after age three tends to be stable and can therefore predict cognitive skills in later childhood. However, there is evidence that cognitive development is less stable before age three. In rural China, research has found large shares of children under age three are developmentally delayed, yet little is known about the trajectories of cognitive development between 0 and 3 years of age or how developmental trajectories predict later cognitive skills. This study seeks to describe the trajectories of child cognitive development between the ages of 0–3 years and examine how different trajectories predict cognitive development at preschool age. Methods: We collected three waves of longitudinal panel data from 1245 children in rural Western China. Child cognitive development was measured by the Bayley Scales of Infant Development when the child was 6–12 months and 22–30 months, and by the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition when the child was 49–65 months. We used the two measures of cognitive development before age three to determine the trajectories of child cognitive development. Results: Of the children, 39% were never cognitively delayed; 13% were persistently delayed; 7% experienced improving cognitive development; and 41% experienced deteriorating development before age 3. Compared to children who had never experienced cognitive delay, children with persistent cognitive delay and those with deteriorating development before age 3 had significantly lower cognitive scores at preschool age. Children with improving development before age 3 showed similar levels of cognition at preschool age as children who had never experienced cognitive delay. Conclusions: Large shares of children under age 3 in rural Western China show deteriorating cognitive development from infancy to toddlerhood, which predict lower levels of cognition at preschool age. Policymakers should invest in improving cognitive development before age 3 to prevent long-term poor cognition among China’s rural children.
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BMC Pediatrics
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Scott Rozelle
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A group of school boys in school uniforms pose in a rural village in China. Rural Education Action Program
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Scott Rozelle joins ChinaTalk to discuss his recent book "Invisible China: How the Urban-Rural Divide Threatens China’s Rise", co-authored with Natalie Hell. The podcast discusses how China’s 900 million-strong low-income population will decide China’s future development path.

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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 rates regarding the mastery of reading skills. We aimed to investigate students’ home reading environments and examine its effect on the reading development of primary school students in rural China. Methods: We draw on a dataset composed of 10,740 randomly selected primary school students and their households in rural areas of Jiangxi province in China. Surveys were administered by trained enumerators in May 2015. Results: The results show that students exhibited quite poor reading environments and reading outcomes. Specifically, we found the majority of the rural students lacked reading and learning resources in the context of their families and their parents did not enjoy reading or support their children’s reading. Moreover, our regression analysis documented students with poorer home reading environments are more likely to have worse reading performance. Conclusion: Our study supports the significance of the home reading environment in the reading development of students in the upper elementary grades in rural China. Furthermore, the results suggest that the home reading environments of rural Chinese students must be improved.
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Journal of Research in Reading
Authors
Huan Wang
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Universities contribute to economic growth and national competitiveness by equipping students with higher-order thinking and academic skills. Despite large investments in university science, technology, engineering and mathematics (STEM) education, little is known about how the skills of STEM undergraduates compare across countries and by institutional selectivity. Here, we provide direct evidence on these issues by collecting and analysing longitudinal data on tens of thousands of computer science and electrical engineering students in China, India, Russia and the United States. We find stark differences in skill levels and gains among countries and by institutional selectivity. Compared with the United States, students in China, India and Russia do not gain critical thinking skills over four years. Furthermore, while students in India and Russia gain academic skills during the first two years, students in China do not. These gaps in skill levels and gains provide insights into the global competitiveness of STEM university students across nations and institutional types.
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Nature Human Behavior
Authors
Prashant Loyalka
Huan Wang
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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. Much of the empirical literature on the impact of Internet use on adolescent learning outcomes is mixed, and few studies examine the causal relationship between the two in rural China. In order to bridge these gaps, we use empirical analysis to investigate the effect of Internet use on the learning outcomes of adolescents in rural China. Design/methodology/approach: We use fixed effect models with samples drawn from a large nationally representative dataset (the China Family Panel Studies—CFPS) to identify the causal impacts of Internet use on the learning outcomes of three cohorts (Cohort A (N = 540), Cohort B (N = 287) and Cohort C (N = 827)) of adolescents in rural China. Findings: The results of the descriptive analysis show a continued increase in the number of adolescents accessing the Internet and the amount of time they spend online. The results of the fixed effect models show that Internet use has positive (in many of the analyses), but mostly insignificant impacts, on the learning outcomes of adolescents. In the sets of results that find significant associations between Internet use and learning outcomes, the measured effects are moderate. Originality/value: This study investigates the causal relationship between Internet use and adolescent learning outcomes in rural China. The findings claim that there is not a great need to worry about adverse effects of Internet use on adolescent learning development. Attention, however, should focus on seeking ways to improve the positive effects of the Internet use on adolescent learning outcomes. The study will provide a reference and experience for the development of education and the Internet in rural areas and promote the integrated development of urban and rural areas in China.
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China Agricultural Economic Review
Authors
Yue Ma
Scott Rozelle
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Foreign Policy: China Will Run Out of Growth if it Doesn't Fix its Rural Crisis

No country with China’s vast education and public health problems has ever broken out of the ranks of middle-income countries.

"At a time when every other major economy is shrinking, China announced in late January that its GDP grew 2.3 percent in 2020. Beneath that impressive achievement, however, lies a very unbalanced recovery: As in the past, Beijing relied heavily on state investment and a state-led push for higher industrial production, while private investment and consumer spending remained weak. Easy credit to fuel growth has likely formed even more so-called zombie companies with little prospect of future profitability and filled the books of Chinese banks with even more bad loans.

That much is familiar to many who have taken a closer look at China’s skewed model for economic growth. What’s much less well known is the disproportionate burden of the COVID-19-induced downturn that has fallen on rural Chinese, including the 290 million migrant workers with rural hukou (household registrations) who work in cities throughout China. Lockdowns forced by the pandemic paralyzed economic sectors where many migrants work, such as services and retail. According to one estimate, Chinese migrant workers lost about $100 billion in wages that they are unlikely ever to recover.

Among migrant workers and the underdeveloped rural communities that depend on the wages they send home, a quiet crisis is taking place—with potentially dramatic consequences for China’s future growth. Despite what the GDP number suggests about the country’s successful handling of the pandemic, China’s longer-term economic risks have only grown—and are a direct result of the crisis in rural China. As Stanford University researchers Scott Rozelle and Natalie Hell document in their meticulously researched book, Invisible China: How the Urban-Rural Divide Threatens China’s Risehundreds of millions of rural Chinese face a dangerous lack of human capital and suffer from pervasive health problems, including widespread iron-deficiency anemia, uncorrected myopia, and parasitic intestinal worms. Exacerbated by the pandemic, China’s rural crisis remains largely invisible to outside observers, and even to many Chinese."

 

Read the full article from Foreign Policy.

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A mother and child preparing food inside a yurt in rural China. GettyImages - Matteo Colombo
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Chorzempa & Huang write on China's rural human capital crisis stating that "no country with China's vast education and public health problems has ever broken out of the ranks of middle-income countries." The article references FSI Senior Fellow and SCCEI Director Scott Rozelle's book "Invisible China: How the Urban-Rural Divide Threatens China’s Rise" throughout.

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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 three years of life. However, few studies have examined the reasons behind these low levels of stimulating parenting, and no studies have sought to identify the factors that limit caregivers from providing effective early childhood reading practices (EECRP). This mixed-methods study investigates the perceptions, prevalence, and correlates of EECRP in rural China, as well as associations with child cognitive development. We use quantitative survey results from 1748 caregiver–child dyads across 100 rural villages/townships in northwestern China and field observation and interview data with 60 caregivers from these same sites. The quantitative results show significantly low rates of EECRP despite positive perceptions of early reading and positive associations between EECRP and cognitive development. The qualitative results suggest that low rates of EECRP in rural China are not due to the inability to access books, financial or time constraints, or the absence of aspirations. Rather, the low rate of book ownership and absence of reading to young children is driven by the insufficient and inaccurate knowledge of EECRP among caregivers, which leads to their delayed, misinformed reading decisions with their young children, ultimately contributing to developmental delays.

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International Journal of Environmental Research and Public Health
Authors
Sean Sylvia
Alexis Medina
Scott Rozelle
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The Economist: Special Report on China's Youth

The Gap Between China's Rural and Urban Youth is Closing -- But it Remains Large, Even as More Youngsters Ruturn Home to the Countryside 

In China the urban-rural gap is codified through the hukou system of household registration. Some 60% of the population are urban, but only 44% hold an urban hukou. Those registered to live in villages are effectively barred from settling full-time in cities and sidelined at school. So rural and urban youth take distinct educational paths. In 2015 over 80% of all 15- to 17-year-olds were in school, up from half a decade earlier. But in rural areas many attend low-quality vocational schools, note Scott Rozelle and Natalie Hell of Stanford University in a book, “Invisible China”. Mr Dong is not looking for better-paid work because he feels unqualified, despite studying architecture at a vocational school.

Writes The Economist in the Special Report on China's Youth on January 23, 2021.

The Economist: Books & Art

Trouble in the Country: The biggest Obstacle to China's Rise is Poorly Education Rural Children

The china that most foreigners see is modern and metropolitan. The skyscrapers glitter. The bullet trains are fast and comfortable. Anyone who visits only Beijing, Shanghai or Shenzhen would conclude that China was already a rich country.

Yet there is another China: poor, rural and scarcely visible to outsiders, especially when covid-19 has made travel so hard. Toilets can be holes in the dirt, tricky to find in the dark. Women sometimes break river ice to wash clothes by hand. In many villages, most working-age adults have moved to the cities, where they lay bricks, deliver packages and only occasionally return to see their children. “It’s a hard life being away from your family so much,” one migrant in Hebei province told this reviewer.

Writes The Economist in the Books & Arts section on January 23, 2021.

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Children in rural China
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China’s Rural Population Will Play an Instrumental Role in its Economic Future

On the World Class Podcast, Scott Rozelle explains why China’s wealth gap may make the transition from a middle- to high-income country more difficult than it seems.
China’s Rural Population Will Play an Instrumental Role in its Economic Future
Book cover for "Invisible China: How the Urban-Rural Divide Threatens China's Rise" showing a man watering a field in front of high rise buildings.
Q&As

A Conversation with Scott Rozelle & Natalie Hell on their New Book, Invisible China

In their newly released book, Scott Rozelle and Natalie Hell explore how the great disparity in human capital across rural and urban China is inhibiting China’s rise from a middle-income to a high-income country. We sat down together to learn more about the invisible economic challenge China faces.
A Conversation with Scott Rozelle & Natalie Hell on their New Book, Invisible China
A toddler and his caregiver looking at a book together at a table in a home.
News

REAP Research Contributes to Policy Insight to Improve Student Learning Outcomes

REAP Research Contributes to Policy Insight to Improve Student Learning Outcomes
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Chinese school children sit at a desk in a rural village school classroom. GettyImages - MediaProduction
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In a special report on Chinese youth, The Economist references Scott Rozelle and Natalie Hell's newest book, "Invisible China," highlighting the great disparity in educational quality across rural and urban China. In the same January 23, 2021 issue The Economist also reviews "Invisible China" in the Books & Arts section.

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