评估流动儿童相关教育政策对流动儿童认知与非认知能力的短期与长期影响

近年来，许多政策的出台在解决流动儿童义务教育问题上取得了积极的成效，但仍不足以应对我国快速规模化人口流动的挑战。本项目希望通过收集流动儿童从小学到高中的长期跟踪数据，通过严谨的实证研究，对流动儿童教育政策的短期和长期影响进行评估，为未来相关政策的制定提供科学的指导。本项目共分四个子课题：(1)针对公办学校接纳流动儿童接受义务教育的政策评估，我们利用政策变化作为工具变量，研究小学阶段进入公办学校就读对于流动儿童高中升学的影响。(2)收集三期实地调研跟踪数据，利用动态面板模型，分析进入公办学校对于流动儿童认知与非认知能力进步的影响。(3)由于我们的两批样本处于扶持民办农民工子弟学校的不同政策阶段，我们可以评估政策变化是否影响农民工子弟学校的教学质量，进而影响流动儿童短期与长期能力的发展。(4)针对流动儿童在公办学校中的融入问题，分析流动儿童与本地儿童之间的同伴效应。

In recent years, Chinese government have implemented many policies to ensure the compulsory education of migrant children. These polices have made remarkable contribution, but they still cannot fully solve the education of such a large group of children. This project aims to collect panel data for migrant children from elementary age to high school age, and use rigid empirical approach to assess short-run and long-run impacts of the education policies for migrant children. In particular, our project includes four topics: (1) To evaluate the impact of the policy that accommodates migrant children in public schools, we use policy change as an instrument variable, and estimate the impact of enrollment in public elementary school on the probability of entering high school. (2) We collect three-wave panel data from field survey, and employ a dynamic panel model to estimate the impact of enrollment in public school on student cognitive and non-cognitive skills. (3) Since the two sets of our student sample are in the periods of very different policies for migrant schools, we evaluate the impact of the policy change on the quality of migrant schools and further on short-run and long-run ability development of migrant students. (4) To integrate migrant children into public schools, we estimate peer effect between migrant children and local children.