The Impact of Village Heads' Educational Levels on Adolescent Academic Performance: Evidence from Rural China

This study investigates the relationship between the educational level of village heads and the academic performance of adolescents, using data from the China Family Panel Studies (CFPS). The analysis reveals that village chiefs with well education levels significantly enhance the academic outcomes of adolescents within their communities. This positive effect remains robust even after controlling for endogeneity through instrumental variables and conducting various robustness checks. Further investigation shows that these well-educated village leaders contribute to an increased provision of public goods, thereby improving the village's external environment, which in turn supports academic performance. Additionally, well-educated village chiefs serve as role models within the community's social network, positively influencing parental educational aspirations and enhancing adolescents' academic results. Notably, the impact of well-educated village chiefs is more pronounced among girls and adolescents from low-income families, underscoring its significance in promoting gender equity in education and breaking cycles of intergenerational poverty.本研究依托中国家庭追踪调查（China Family Panel Studies，CFPS）数据，考察村主任受教育水平与青少年学业表现之间的关联。分析结果显示，受教育水平较高的村主任能够显著提升其所在社区内青少年的学业表现。即便通过工具变量法控制内生性问题并开展多项稳健性检验，该正向影响依然保持稳健。进一步研究表明，此类受教育水平较高的村主任能够推动社区公共品供给增加，进而改善村庄外部环境，为青少年学业表现提升提供支撑。此外，受教育水平较高的村主任在社区社交网络中发挥榜样示范作用，能够正向影响家长的教育期望，进而提升青少年的学业成绩。值得注意的是，该积极影响在女生以及低收入家庭青少年群体中更为显著，这凸显了其在推动教育性别公平、打破代际贫困循环方面的重要意义。