Early Childhood Education's Long-term Impact on Rural Chinese Students' Academic Performance

• In Event: Long-Term Impacts of Early Childhood Education Interventions in Rural China

Abstract

Background
The One Village One Preschool (OVOP) project in China has been a significant intervention aimed at providing preschool education to underserved rural areas. This study investigates the long-term impact of OVOP on rural children's academic performance in Guzhang County, Hunan Province, China. The research seeks to assess whether early childhood education interventions in rural settings can enhance academic performance years later, addressing a critical gap in understanding the lasting effects of such programs in resource-constrained environments.

Methods
The study analyzed data from 1,156 students in Guzhang and neighboring Yuanling counties. Multiple linear regression and Propensity Score Matching (PSM) methods were employed to examine the relationship between preschool education experience and subsequent academic outcomes. The primary independent variable was participation in the OVOP project, while outcome variables included high school entrance exam scores, rankings, and admission to regular high schools. Of the 714 ninth-grade students sampled in Guzhang, 26.9% participated in the OVOP project, and 9.5% did not attend preschool. In the neighboring area without the project, 6.8% did not attend preschool.

Results
The findings reveal that OVOP participants significantly outperformed those who did not attend preschool in high school entrance exams. On average, OVOP participants scored 8.5 points higher overall, with notable improvements in core subjects such as Chinese and Mathematics. They also achieved better rankings and demonstrated a 15.2% higher likelihood of attending regular high school. The PSM analysis, which controlled for endogeneity, confirmed these results, showing that OVOP participants maintained better academic performance nine years after the intervention. They scored an average of 8.1 points higher and increased their chances of entering regular high school by 13.9%. However, the study also noted that OVOP participants' performance was slightly weaker compared to children who attended other types of preschools, indicating a persistent quality gap between urban and rural preschool education.

Conclusions
This study demonstrates the lasting positive impact of the OVOP project on rural children's academic performance, underscoring the crucial role of preschool education in enhancing human capital in rural China. The research provides compelling evidence that early educational interventions can have enduring effects on academic performance, potentially influencing future educational and life opportunities. These findings have significant implications for education policy, emphasizing the need for sustained investment in early childhood education, particularly in underserved rural areas. The study also highlights the importance of not only expanding access to preschool education in rural areas but also improving its quality to narrow the gap with urban education. For policymakers and education researchers, this research offers valuable insights into the effectiveness of village-level preschool programs and their potential to impact long-term academic outcomes, suggesting that investing in early childhood education in rural areas can yield significant returns in terms of human capital development and educational equity.

Authors

• Si Chen, The Chinese University of Hong Kong

• Yiluo Mose, China Development Research Foundation

• Mai Lu, China Development Research Foundation