In low- and middle-income countries, urbanization has spurred the expansion of peri-urban communities, or urban communities of formerly rural residents with low socioeconomic status. The growth of these communities offers researchers an opportunity to measure the associations between the level of urbanization and the home language environment (HLE) among otherwise similar populations. Data were collected in 2019 using Language Environment Analysis observational assessment technology from 158 peri-urban and rural households with Han Chinese children (92 males, 66 females) aged 18–24 months in China. Peri-urban children scored lower than rural children in measures of the HLE and language development. In both samples, child age, gender, maternal employment, and sibling number were positively correlated with the HLE, which was in turn correlated with language development.

Besides increasing knowledge, there is another potential mechanism at work when information is delivered to a treatment group: increasing the salience of existing knowledge. We use data from a randomized controlled trial of a health information campaign to explore the relative importance of this additional mechanism in a real-world environment. The health information campaign addressed the benefits of wearing eyeglasses and provided information meant to address the common misconceptions that contribute to low adoption rates of eyeglasses. In total, our study sample included 931 students with poor vision (mostly myopia), their parents, and their homeroom teachers in 84 primary schools in rural China. We find that the health information campaign was able to successfully increase student ownership and wearing of eyeglasses, relative to a control group. We demonstrate that the campaign had a larger impact when levels of preexisting information among certain subgroups of participants—namely, parents of students—were higher while we simultaneously provided new information to others. This suggests that the interaction between directed attention (i.e., salience) and baseline knowledge is important. We do not, however, find similar increases among teachers or the students themselves and additionally find no impacts on academic outcomes.

China's higher education system has undergone a rapid expansion over the last two decades. By drawing on hand-collected data, we explore students' experiences in college and in the labor market post-graduation in the wake of this expansion. According to our data, the largest employer of college graduates in the labor market was the state sector, followed by the domestic private sector. To explain the returns to college education in China, we explore three mechanisms: human capital, social networks, and signaling. We find that human capital measures, apart from a student's college English test scores, cannot explain the college wage premium, whereas both social networks (for example, membership of the Communist Party) and signaling matter significantly. This seems to indicate that in China, connections are crucial for student success in the labor market, whereas the higher education system itself is more a system for selecting talented individuals than it is for educating them. Finally, students allocate their time accordingly, for example, by spending more time studying English in college than any other subject.

One out of every three children under the age of 5 in developing countries lives in an environment that impedes human capital development. Children growing up in resource-poor settings are at an increased risk of early developmental delay due to risk factors such as being in environments that lack cognitive stimulation, nutrition, or care in the home environment. Given that early developmental deficits are difficult to reverse later in life, such deficits are key drivers of inequality and impediments for intergenerational mobility. This policy brief reviews this problem and then proposes a design of cost-effective, scalable, and sustainable parental training programs (focusing on psychosocial stimulation for young children) as a global strategy to improve the developmental opportunities of children before they reach the age of 5 in developing countries, to remediate social inequalities, and to boost long-term economic development. We present concrete policy recommendations for the implementation of such programs at scale.