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Impacts of Late School Entry on Children's Cognitive Development in Rural Northwestern China—Does Preprimary Education Matter?

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  • Qihui Chen

Abstract

This article estimates the causal effect of primary school entry age on children's cognitive development in rural northwestern China, using data on nearly 1,800 primary school aged children from the Gansu Survey of Children and Families. Instrumental variable estimates, exploiting the discontinuity structure in children's school entry age around the enrolment cut-off date, indicate that a 1-year delay in school entry reduces children's scores on a cognitive ability test administered when they were aged 9–12 by 0.11–0.16 standard deviations (of the distribution of test scores). The negative late-school-entry effect is significantly larger in villages with no preprimary schools. It also persists as children advance to higher grades. These findings suggest that delayed school entry, even if it may be rural parents' rational response to resource constraints, can be harmful for children's cognitive development in developing areas with underdeveloped preprimary school systems.

Suggested Citation

  • Qihui Chen, "undated". "Impacts of Late School Entry on Children's Cognitive Development in Rural Northwestern China—Does Preprimary Education Matter?," Asia and the Pacific Policy Studies 201742, Crawford School of Public Policy, The Australian National University.
    • Handle: RePEc:een:appswp:201742
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    File URL: http://onlinelibrary.wiley.com/wol1/doi/10.1002/app5.192/full
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    Cited by:

    1. Yuhe Guo & Qihui Chen & Shengying Zhai & Chunchen Pei, 2020. "Does private tutoring improve student learning in China? Evidence from the China Education Panel Survey," Asia and the Pacific Policy Studies, Wiley Blackwell, vol. 7(3), pages 322-343, September.
    2. Hieu T. M. Nguyen & Blane D. Lewis, 2020. "Teenage Marriage and Motherhood in Vietnam: The Negative Effects of Starting School Early," Population Research and Policy Review, Springer;Southern Demographic Association (SDA), vol. 39(4), pages 739-762, August.

    More about this item

    Keywords

    school entry age; cognitive development; preprimary school; rural China;
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