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Supplementary education, student development and education equity: evidence from primary schools in Beijing, China

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  • Jun Wang
  • Bo Li

Abstract

This article investigates determinants and impacts of supplementary education for primary-school students in Beijing, China. The economic condition is an evident determinant of external supplementary education but insignificant for internal supplementary education. Supplementary education can significantly improve academic performance, physical health, and non-cognitive development. The impact of external academic supplementary education on academic performance is larger than that of internal one, while impacts of internal and external non-academic supplementary education on physical health and non-cognitive development are almost identical. The government should substitute external supplementary education with internal one or provide subsidies for disadvantaged students to maintain education equality.

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  • Jun Wang & Bo Li, 2018. "Supplementary education, student development and education equity: evidence from primary schools in Beijing, China," Education Economics, Taylor & Francis Journals, vol. 26(5), pages 459-487, September.
    • Handle: RePEc:taf:edecon:v:26:y:2018:i:5:p:459-487
    DOI: 10.1080/09645292.2018.1460653
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    Cited by:

    1. Haiping Xue & Chenchen Fang & Jin Shi & Xiaoqing Hu & Fang Qian, 2023. "Can Preschool Out-of-Kindergarten Tutoring Improve Approaches to Learning for Children? Evidence from China Family Panel Studies (CFPS) 2012 to 2020," Sustainability, MDPI, vol. 15(2), pages 1-16, January.

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