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Boarding education and children's human capital development

Author

Listed:
  • Lin, Junjie
  • Wang, Chunchao
  • Xu, Sheng
  • Zhang, Ling
  • Zhang, Yunbin

Abstract

Boarding schools, offering an alternative residential arrangement to the traditional home environment, have been under-studied regarding their impacts on students’ non-cognitive development. This study presents findings derived from a quasi-experimental design where changes in local educational policy caused a transition from voluntary to compulsory boarding. Results indicate that boarding students outperform their non-boarding counterparts in both cognitive and non-cognitive outcomes, with disadvantaged students exhibiting the largest gains. We attribute these effects to increased teacher engagement in course preparation, closer teacher-student interactions, and heightened student effort toward academic pursuits. These findings underscore the potential of boarding schools as a powerful catalyst for enhancing students’ human capital.

Suggested Citation

  • Lin, Junjie & Wang, Chunchao & Xu, Sheng & Zhang, Ling & Zhang, Yunbin, 2025. "Boarding education and children's human capital development," Journal of Economic Behavior & Organization, Elsevier, vol. 232(C).
    • Handle: RePEc:eee:jeborg:v:232:y:2025:i:c:s016726812500068x
    DOI: 10.1016/j.jebo.2025.106948
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    More about this item

    Keywords

    Boarding school; Cognitive ability; Non-cognitive outcome;
    All these keywords.

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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