Effect of Parental Migration on the Academic Performance of Left Behind Children in North Western China. Issue 7 (3rd July 2018)

• Record Type: Journal Article
• Authors: Bai, Yu; Zhang, Linxiu; Liu, Chengfang; Shi, Yaojiang; Mo, Di; Rozelle, Scott
• Is Part Of: Journal of development studies. Volume 54:Issue 7(2018)
• Page Start: 1154
• Page End: 1170
• Publication Date: 2018-07-03
• Subjects: Economic development -- Periodicals; Economic history -- 1945- -- Periodicals; Developing countries -- Economic conditions -- Periodicals; Développement économique -- Périodiques; Histoire économique -- 1945- -- Périodiques; Pays en voie de développement -- Conditions économiques -- Périodiques; 338.91
• DOI: 10.1080/00220388.2017.1333108
• Languages: English
• ISSNs: 0022-0388

Abstract

Abstract: China's rapid urbanisation has induced large numbers of rural residents to migrate from their homes in the countryside to urban areas in search of higher wages. As a consequence, it is estimated that more than 60 million children in rural China are left behind and live with relatives, typically their paternal grandparents. These children are called Left Behind Children (LBCs). There are concerns about the potential negative effects of parental migration on the academic performance of the LBCs that could be due to the absence of parental care. However, it might also be that when a child's parents work away from home, their remittances can increase the household's income and provide more resources and that this can lead to better academic performance. Hence, the net impact of out-migration on the academic performance of LBCs is unclear. This paper examines changes in academic performance before and after the parents of students out-migrate. We draw on a panel dataset collected by the authors of more than 13, 000 students at 130 rural primary schools in ethnic minority areas of rural China. Using difference-in-differences and propensity score matching approaches, our results indicate that parental migration has significant, positive impacts on the academic performance of LBCs (which we measure using standardised English test scores). Heterogeneous analysis using our data demonstrates that the positive impact on LBCs is greater for poorer performing students.