Education Commons^™

 Motivation: Physical victimization at school is little studied in impoverished developing country contexts. Moreover, the role of school and classroom contexts as risk factors remains poorly understood. 

 

Purpose: The aim of the study is to investigate the prevalence of physical victimization in rural Chinese middle schools as well as the individual, teacher/classroom, and school level risk factors associated with experiencing physical victimization.

 

Design: We use two waves of longitudinal, representative survey data to perform a multi-level logistic regression analysis of physical victimization among middle school students from 100 villages in one of China’s poorest provinces. We focus on …

This manuscript offers an overview of key research in the social sciences regarding links between poverty and education. We begin by discussing conceptual definitions of poverty and education and the ways these concepts have been operationalized in the literature. We then review literatures related to two broad themes: how poverty shapes educational outcomes, and how education affects chances of living in poverty. Within each theme, wherever possible, we consider research at the national, sub-national, and household or individual level.

Contraction of educational systems can be a policy response to shrinking school-age cohorts. In China, fertility decline and unprecedented population outmigration have eroded school-aged populations in some rural communities, and a national policy to consolidate educational infrastructure in sparsely-populated rural districts was implemented in the early 2000s. This paper capitalizes on a unique household and village economic survey implemented in 2011 among households in 751 villages across 7 provinces in western China that collected information about primary school closures. 217 villages had school closures after 1999. We analyze impact on educational attainment with a difference-in-difference identification strategy by exploiting the …