Data and Codes for: Tutoring Efficacy, Household Substitution, and Student Achievement

This paper implements a randomized after-school tutoring program in rural China where many children are left-behind by parents in care of grandparents. We find differential treatment effects on home-tutoring inputs and test-score gains between tutees cared for by parents and tutees cared for by grandparents. We interpret the results 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. <br>