Background: While the Chinese education system has seen massive improvements over the past few decades, there still exists large academic achievement gaps between rural and urban areas, which threaten China's long-term development. Additionally, recent literature has underscored the importance of early childhood development (ECD) in later-life human capital development.
Objectives: We analyze the lifecycle of cognitive development and learning outcomes in rural Chinese children by first examining if ECD outcomes affect cognition levels, then seeing if cognitive delays persist as children grow, and finally exploring connections between cognition and education outcomes.
Methods: We combine data from four recent studies examining different age groups (0-3, 4-5, 10-11, 13-14) to track cognitive outcomes.
Results: First, we find that ECD outcomes for children in rural China are poor, with almost one-in-two children being cognitively delayed. Second, we find that these cognitive delays seem to persist into middle school, with almost 37% of rural junior high school students being cognitively delayed. Finally, we show that cognition has a close relationship to academic achievement.
Conclusion: Our results suggest that urban/rural gaps in academic achievement originate at least in part from differences in ECD outcomes.
Contributions: While many papers have analyzed ECD, human capital, and inequality separately, this is the first paper to explicitly connect and combine these topics to analyze the lifecycle of cognitive development in the context of rural China.
Keywords: Cognitive Delay; Early Childhood Development; Rural China.