留守、随迁与农村儿童认知能力——基于CEPS调查数据的实证检验

Left-behind,Migrationand Cognitive Abilityof Rural Children:An Empirical Test Basedon Survey Datafrom CEPS

本文采用2013-2014年中国教育追踪调查(CEPS)数据,结合倾向得分匹配方法控制了样本自选择性问题所带来的内生性估计偏误,分别研究了留守、随迁对农村儿童认知能力的影响。研究结果表明:第一,留守对儿童的认知能力有显著负向作用,并且对女童、非独生子女及高年级的儿童影响程度更大;第二,随迁对儿童的认知能力有显著正向作用,并对女童、非独生子女及高年级的儿童影响程度更大;第三,生均拨款的提高会显著增强农村儿童的认知能力。基于此,本文得到以下启示:为落实和完善农民工随迁子女在流入地就学的教育政策,政府部门应该进一步降低农民工随迁子女的入学门槛;同时加大农村教育财政投入来保障留守儿童的教育机会。

Using the data from "China Education Panel Survey(CEPS)" in 2013-2014,this paper investigates the effects of left-behind and migration on rural children's cognitive ability respectively.Controlled endogenous estimation bias of sample selection by the method of Propensity Score Matching,the results show that: first,children being left-behind have significantly negative effects on their cognitive ability,and girls,non-only children and senior children are more affected;second,children migration with their parents will have significantly positive effects on their cognitive ability,and girls,nononly children and senior children are more affected.Third,average grant will significantly enhance the cognitive abilities of three types of children in rural areas.This paper envisioned that the educational policy of improving migrant workers' migrant children in school should further reduce the enrollment threshold of migrant workers' children,and increase the educational investment of rural education to guarantee the educational opportunities for children left behind.