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Frontiers in Educational Research, 2021, 4(6); doi: 10.25236/FER.2021.040606.

Is Education in China Served for Productivity Augmenting? –––An Empirical Test about Educational Signaling Hypothesis

Author(s)

Tao Tang, Yizhen Wang

Corresponding Author:
Tao Tang
Affiliation(s)

Queen’s University, Kingston, Ontario, K7L 3N6, Canada

Abstract

This study applies an empirical approach based upon Employer Learning and Statistical Discrimination Model to examine education’s role in China and analyzes difference in returns of schooling in context of urban rural segmentation. An Ordinary Least Square estimation and Quantile Regression are conducted with micro data from China Family Panel Study (CFPS). Evidence support education signaling hypothesis overall, and a longer lasting signaling effect is found in rural area. A sensitivity analysis by quantile regression confirms a universality of our result in all income quartiles in China but strength of education signaling varies across earning groups.

Keywords

China, Education, Screening Hypothesis, Signaling Hypothesis, Employer Learning, CFPS

Cite This Paper

Tao Tang, Yizhen Wang. Is Education in China Served for Productivity Augmenting? –––An Empirical Test about Educational Signaling Hypothesis. Frontiers in Educational Research (2021) Vol. 4, Issue 6: 25-30. https://doi.org/10.25236/FER.2021.040606.

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