TUTORING EFFICACY, HOUSEHOLD SUBSTITUTION, AND STUDENT ACHIEVEMENT: EXPERIMENTAL EVIDENCE FROM AN AFTER‐SCHOOL TUTORING PROGRAM IN RURAL CHINA
通过随机实验评估中国农村课后辅导项目，发现由祖父母照看的儿童在辅导中获益更大，因为家庭辅导减少更少且辅导效果更好。
Abstract After‐school tutoring has risen globally despite limited evidence of effectiveness. We implement a randomized after‐school tutoring program in rural China where many children are left‐behind by parents in care of grandparents. Compared to tutees cared for by parents, those in care of grandparents reported much smaller home‐tutoring reductions but larger test‐score gains. We interpret our data analysis with a model with tutoring efficacy and substitution between private and public inputs both differing by family background: Increased public tutoring generates larger test‐score gains for children who experience greater tutoring efficacy and lesser substitution with household inputs, consistent with our estimates.