The effects of preschool attendance on adolescent outcomes in rural China

Xin Gong, Di Xu, Wen Jui Han

Research output: Contribution to journalArticlepeer-review


Despite growing public attention to access to preschool education in rural China, there is limited evidence about its potential long-term impacts on child development. Using a nationally representative dataset from China Family Panel Studies, this paper is the first rigorously estimating the long-term effects of preschool attendance on multiple domains of child development in rural China for a sample of 11–15 year olds. Results based on ordinary least squares analysis, county fixed effects, and propensity score matching point to a consistent positive association between preschool attendance and individual social skills, although no association was found between attendance and cognitive skills. Directions for future research and policy recommendations related to early education development in China are discussed.

Original languageEnglish (US)
Pages (from-to)140-152
Number of pages13
JournalEarly Childhood Research Quarterly
StatePublished - Mar 4 2016


  • Child care
  • China family panel studies (CFPS)
  • Preschool attendance
  • Propensity score matching
  • Rural China

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science


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