Dormitory Management and Boarding Students in China’s Rural Primary Schools

REAP Working Paper 242

43 Pages Posted: 22 Mar 2017

See all articles by Ai Yue

Ai Yue

Northwest University (China)

Yaojiang Shi

Shaanxi Normal University

Fang Chang

Northwest University (China)

Chu Yang

Independent

Wang Huan

Independent

Hongmei Yi

School of Advanced Agricultural Sciences, Peking University

Renfu Luo

Chinese Academy of Social Sciences (CASS) - Center for Chinese Agricultural Policy (CCAP)

Chengfang Liu

Chinese Academy of Sciences (CAS)

Linxiu Zhang

Chinese Academy of Sciences - Center for Chinese Agricultural Policy

James Chu

Stanford University, Department of Sociology, Students; Stanford University - Freeman Spogli Institute for International Studies

Scott Rozelle

Stanford University - Freeman Spogli Institute of International Studies

Date Written: March 20, 2017

Abstract

Purpose – The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance.

Design/methodology/approach – The authors conducted a cluster-randomized controlled trial to measure the effect of life teacher training on student health, behavior, and academic performance among 839 boarding students in ten central primary boarding schools in Shaanxi. And the authors also tried to identify why or why not life teacher training works. Both descriptive and multivariate analysis are used in this paper.

Findings – The authors find significant improvements in health and behavior. Specifically, compared to boarding students in control schools, 15 percent fewer students in treatment schools reported feeling cold while sleeping at night. The results also showed that student tardiness and misbehaviors after class declined significantly by 18 and 78 percent, respectively. However, the in-service life teacher training program had no measurable impact on boarding students’ BMI-for-age Z-score, number of misbehaviors in class, and academic performance. The analysis suggests that improved communication between life teachers and students might be one mechanism behind these results.

Originality/value – This is the first empirical work which explored how to improve the welfare of boarding students via their life teachers. Because of the sudden increase in boarding students in rural China, it is almost certain that school personnel lack experience in managing boarding students.

As such, one promising approach to improving student outcomes might be in-service training for life teachers.

Keywords: Primary school, Rural China, Boarding, Life teacher training programme

Suggested Citation

Yue, Ai and Shi, Yaojiang and Chang, Fang and Yang, Chu and Huan, Wang and Yi, Hongmei and Luo, Renfu and Liu, Chengfang and Zhang, Linxiu and Chu, James and Rozelle, Scott, Dormitory Management and Boarding Students in China’s Rural Primary Schools (March 20, 2017). REAP Working Paper 242. Available at SSRN: https://ssrn.com/abstract=2937676 or http://dx.doi.org/10.2139/ssrn.2937676

Ai Yue

Northwest University (China) ( email )

229 Taibai North Rd
Beilin
Xian, Shaanxi
China

Yaojiang Shi

Shaanxi Normal University ( email )

Chang'an Chang'an District
199 South Road
Xi'an, Shaanxi Province 710062
China

Fang Chang

Northwest University (China) ( email )

229 Taibai North Rd
Beilin
Xian, Shaanxi
China

Chu Yang

Independent ( email )

No Address Available

Wang Huan

Independent ( email )

No Address Available

Hongmei Yi (Contact Author)

School of Advanced Agricultural Sciences, Peking University ( email )

Room 412, Wangkezhen Buidling, Peking Unviersity
Beijing, 100871
China

Renfu Luo

Chinese Academy of Social Sciences (CASS) - Center for Chinese Agricultural Policy (CCAP) ( email )

Building 917, Datun Road
Beijing 100101
China

Chengfang Liu

Chinese Academy of Sciences (CAS) ( email )

52 Sanlihe Rd.
Datun Road, Anwai
Beijing, Xicheng District 100864
China

Linxiu Zhang

Chinese Academy of Sciences - Center for Chinese Agricultural Policy ( email )

Anwai, Beijing, 100101
China

James Chu

Stanford University, Department of Sociology, Students ( email )

Stanford
United States

Stanford University - Freeman Spogli Institute for International Studies ( email )

Stanford, CA 94305
United States

Scott Rozelle

Stanford University - Freeman Spogli Institute of International Studies ( email )

Stanford, CA 94305
United States

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