Do allocations of education resources affect individuals’ long-term cognitive abilities? Evidence from China

38 Pages Posted: 16 Mar 2022

See all articles by Yawen Cheng

Yawen Cheng

Huazhong University of Science and Technology

Dongmin Kong

School of Economics, Huazhong University of Science and Technology

Date Written: January 14, 2022

Abstract

Education resources allocation is crucial to national development. This study examines the causal effects of largely exogenous school closing and merging on individuals’ long-term cognitive abilities. In China, to improve the overall level of primary education, remote village schools and teaching points were closed and merged into centralized town or county schools following an unexpected policy starting in 2001. Using variations in the policy intensities across provinces and over cohorts, we find that school closing and merging substantially enhances long-term cognitive abilities, and individuals living in areas with scarce education resources and individuals with better family backgrounds reap more benefits from the improvement of the learning environment.

Keywords: cognitive ability, school closing and merging, education resources, China

Suggested Citation

Cheng, Yawen and Kong, Dongmin, Do allocations of education resources affect individuals’ long-term cognitive abilities? Evidence from China (January 14, 2022). Available at SSRN: https://ssrn.com/abstract=4008772 or http://dx.doi.org/10.2139/ssrn.4008772

Yawen Cheng

Huazhong University of Science and Technology ( email )

1037 Luoyu Road
Wuhan, Hubei 430074
China

Dongmin Kong (Contact Author)

School of Economics, Huazhong University of Science and Technology ( email )

Bldg. of Econ. School, Louyu Rd. 1037#
HUST, Hongshan Dist.
Wuhan, Hubei 430074
China

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