Data and Codes for: Tutoring Efficacy, Household Substitution, and Student Achievement

Principal Investigator(s): View help for Principal Investigator(s) Jere R. Behrman, University of Pennsylvania; Simon C. Fan, Lingnan University; Naijia Guo, The University of Hong Kong; Xiangdong Wei, Lingnan University; Hongliang Zhang, Zhejiang University; Junsen Zhang, Zhejiang University

Version: View help for Version V1

Name	File Type	Size	Last Modified
Codes			08/17/2023 05:22:AM
Data			08/14/2023 03:46:AM
ReadMe.pdf	application/pdf	61.2 KB	08/17/2023 01:23:AM

Project Citation:

Behrman, Jere R., Fan, Simon C., Guo, Naijia, Wei, Xiangdong, Zhang, Hongliang, and Zhang, Junsen. Data and Codes for: Tutoring Efficacy, Household Substitution, and Student Achievement. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-08-17. https://doi.org/10.3886/E193091V1

Project Description

Summary:

This paper implements a randomized after-school tutoring program in rural China where many children are left-behind by parents in care of grandparents. We find differential treatment effects on home-tutoring inputs and test-score gains between tutees cared for by parents and tutees cared for by grandparents. We interpret the results with a model with tutoring efficacy and substitution between private and public inputs both differing by family background: increased public tutoring generates larger test-score gains for children who experience greater tutoring efficacy and lesser substitution with household inputs.

Funding Sources: National Natural Science Foundation of China (1173178); Hong Kong Research Grants Council, General Research Fund (458910); Chinese University of Hong Kong Research Committee Group Research Scheme

Scope of Project

Subject Terms: After-school tutoring program; Randomized controlled trial; Peer tutoring; Left-behind children

Geographic Coverage: China

Time Period(s): 10/1/2013 – 6/30/2014

Collection Date(s): 10/1/2013 – 6/30/2014

Universe: All grade 2 & 3 students who scored below class median in the baseline test.

Data Type(s): experimental data

Methodology

Sampling: There are a total of 32 participating schools in this project. For the 24 schools with multiple classes in grade 2/3, we randomly assigned half of the classes in each grade (a total of 60 classes) as experiment classes. For the eight schools with only a single class in grade 2/3, all of the 16 classes were designated as experiment classes. Within each experiment class, we randomly selected 10 low-achieving students, i.e., those who scored below the class median in the baseline test, to participate in the program as tutees, whereas the remaining unselected low-achieving students were assigned as within-class controls.

Collection Mode(s): cognitive assessment test; paper and pencil interview (PAPI)

Unit(s) of Observation: individual student

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V1 [2023-08-17]

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