流动、留守与学生学业成绩:来自CEPS的经验证据

Migrant Children,Left-behind Children and Their Academic Performance: Evidence from CEPS

基于中国教育追踪调查(CEPS)基线调查数据,本文使用工具变量消除模型的内生性后探究了流动儿童和留守儿童的学业成绩差异,并进一步分析了其影响机制。文章主要有以下两点结论:第一,流动儿童的数学和英语成绩显著低于留守儿童.而二者的语文成绩没有显著差异。第二,家庭经济水平的高低具有一定的调节作用,来自经济水平较高家庭的流动儿童受到流动的负向影响较小,经济水平的正向效应一定程度上可以抵消流动对学业成绩的负向效应。本文的研究结论对农村家庭的教育决策具有直接借鉴意义.也对促进城乡义务教育均衡化发展具有重要的政策启示。

based on China Education Panel Survey(CEPS),this essay analyses the difference of academic performance between migrant children and left-behind children by using the instrument variable to eliminate the endogeneity of the model.The results show that:firstly,migrant children perform worse than their peers in all subjects except the Chinese test.Secondly,it seems that migrant children who come from low-economic-status families suffer more from the migrant experience and the high level of economic of the family has positive impact on the performance of their children to some extent.This paper has direct reference significance to the education decision of rural families and important policy significance to promote the balanced development of urban and rural compulsory education.