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Field
Trial Title
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Before
After-School Tutoring and Human Capital Development:Evidence from a Randomized Controlled Trial in China
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After
Publicly Provided After-School Tutoring and Children’s Noncognitive Development: Evidence from a Randomized Experiment in China
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Field
Abstract
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Before
The equitable provision of effective after-school tutoring is crucial for fostering the accumulation of human capital in children. This study utilizes data from a randomized controlled trial conducted in China to explore the impact of after-school tutoring, facilitated by school teachers, on the development of children’s human capital. Our findings indicate that tutoring provided by teachers not only enhances the math scores of students in the treatment group by 0.134 standard deviations but also contributes to a 0.116 standard deviation increase in their non-cognitive abilities, particular in terms of conscientiousness. Notably, the positive effect on math score improvement is more pronounced among students with initially lower abilities. Through mechanism analysis, we identify the enhancement of children’s learning engagement and increased parental involvement as key channels through which the tutoring intervention bolsters human capital development in students. Further analysis reveals that school-provided tutoring additionally serves to reduce the expenditure of families on private tutoring services.
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After
Using a randomized experiment, this study examines the impact of publicly provided after-school tutoring on primary school students' noncognitive development. We find that the tutoring intervention significantly improves students' conscientiousness, with larger effects for those from low-socioeconomic-status (SES) backgrounds. Mechanism analysis shows that improved academic motivation and enhanced parent–child interaction jointly contribute to the positive effect. These mechanisms respond more strongly among low-SES students, helping to explain treatment effect heterogeneity. Further channel decomposition reveals that academic motivation accounts for a larger share of the overall effect, whereas parent–child interaction plays a more prominent role in explaining the heterogeneity.
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Field
Trial End Date
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Before
June 25, 2018
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After
June 30, 2018
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Field
JEL Code(s)
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Before
C93; I21; J24; Z13
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After
C93; I21; J24
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Field
Last Published
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Before
January 12, 2024 10:15 PM
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After
January 29, 2026 09:01 PM
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Field
Intervention (Public)
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Before
we conduct an 16-week randomized experiment for students in Y county in China, where some randomly chosen students are provided an opportunity to participate in a 40-minute after-school tutoring, conducted by teachers.
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After
We conduct a 16-week randomized experiment for students in Grades 3 to 5 across 22 randomly selected public primary schools in Y County of Hubei Province in central China. Students in the treatment group received after-school tutoring provided by teachers.
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Field
Intervention End Date
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Before
June 25, 2018
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After
June 30, 2018
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Field
Primary Outcomes (End Points)
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Before
Students’ academic achievements and non-cognitive abilities.
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After
Students’ noncognitive abilities.
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Field
Additional Keyword(s)
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Before
After-school services; tutoring; human capital; field experiment
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After
Publicly provided after-school tutoring; noncognitive abilities; academic motivation; parent-child interaction
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