This article explores the problem of cognitive delays among toddlers in rural China and the role of their caregivers in producing low levels of cognition (i.e., low IQ). According to the results of a well-tested international scale of child development, the Bayley Scales of Infant Development (BSID), cognitive delays are alarmingly common, and nearly half the toddlers in our sample score an IQ of less than 84 on the BSID test (more than one standard deviation below the mean).
In the 1990s, rural youth from poor counties in China had limited access to college. After mass college expansion started in 1998, however, it was unclear whether rural youth from poor counties would gain greater access. The aim of this paper is to examine the gap in college and elite college access between rural youth from poor counties and other students after expansion.
Abstract: More than 60 million children in rural China are “left-behind”—both parents live and work far from their rural homes and leave their children behind. This paper explores differences in how left-behind and non-left-behind children seek health remediation in China’s vast but understudied rural areas. This study examines this question in the context of a program to provide vision health care to myopic rural students. The data come from a randomized controlled trial of 13,100 students in Gansu and Shaanxi provinces in China.
This study aims to investigate the developmental status of rural Chinese children, the extent of interactive parenting they receive, and the relation between the two. A sample of 448 six to eighteen-month-old children and their caregivers were randomly selected from two rural counties in Hebei and Yunnan provinces. According the third edition of the Bayley Scales of Infant and Toddler Development, 48.7% of sample children exhibited cognitive delays, 40.6% language delays, and 35% social-emotional delays.
In this paper, we examine the relationship between reading programs and the reading skills/academic outcomes of students in rural China. We find that students exhibited poor reading outcomes in the absence of any treatment. However, increased access to independent reading materials coupled with effective teacher training was associated with higher scores on reading scales and standardized math/Chinese language tests. These results likely arise due to changing views of teachers toward independent reading and improved reading instruction.
THE FAST PACE OF economic growth in China is in no small part attributed to the massive movement of migrant workers from rural to urban areas. It is estimated that in 2014 more than 168 million migrants were living and working in China’s cities (NBSC 2015). In China, as elsewhere, migration imparts significant benefits to individuals through the higher returns to work; it can also have strong and transformative impacts on both the origin and destination communities (Taylor, Rozelle, and de Brauw 2003; Du, Park, and Wang 2005; Gibson and McKenzie 2012).