LV Lidan;WANG Fei
Center for Population and Development Studies, Renmin University of China;School of Labor and Human Resources, Renmin University of China
Using the 2010 population census data of Chongqing, China, the paper examines the relationship between population migration and children’s education. Particularly this paper compares three types of rural children, namely the left-behind children, the children with parents at home, and the children migrating to cities, regarding to their enrollment rate, completion rate of a certain level of schooling, and the chance of progressing to the next level of education. Taking advantage of a large sample and a more accurate definition of children’s type, the paper provides a better understanding of the relations between population migration and children’s education. The left-behind children have the highest rates of enrollment and progression, whereas the migrant children have the lowest rates for these two indicators and the children with parents at home have the middle rates. In regard to the completion of junior middle school, the three types of children have a reverse order. The differences of children’s education vary by children’s gender, their parental education, and the economic development of their home regions. Income, parent-child separation, and the interference of urban institutions could be reasons for educational differences among the three types of children.
left-behind children;migrant children;children’s education;parent-child separation;institutional interference
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