Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data

Autor/inn/en	Li, Zhenyi; Lei, Wanpeng
Titel	Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data
Quelle	In: Best Evidence in Chinese Education, 13 (2023) 1, S.1665-1670 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-5312
Schlagwörter	Foreign Countries; Preschool Education; Program Effectiveness; Economically Disadvantaged; Poverty; Resilience (Psychology); Access to Education; Kindergarten; Cognitive Ability; Predictor Variables; Rural Urban Differences; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Denkfähigkeit; Prädiktor; Stadt-Land-Beziehung
Abstract	Supporting socio-economically disadvantaged students to improve their academic resilience is vital in promoting social mobility and halting intergenerational transmission of poverty. Based on the baseline data 2013-2014 from the China Education Panel Survey (CEPS) database, this paper examined the impact of preschool education experience on academic resilience of disadvantaged students using coarsened exact matching (CEM) and hierarchical logistic regression. Research findings show that disadvantaged children have less access to preschool education than their advantaged peers, with a kindergarten attendance rate lower than 70%; that preschool education can significantly improve children's cognitive ability and effectively predict academic resilience of disadvantaged students; and that preschool education is a better predictor of resilience of rural disadvantaged students than that of their urban counterparts. The government should reinforce subsidies for early childhood education that can serve as compensation for disadvantaged kids; and should further universalize preschool education to secure the opportunity of high-quality pre-primary school education for disadvantaged children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01