The Impact of Rural–Urban Migration Experiences During Compulsory Education on the Human Capital Accumulation of Migrant Children in China: A Life-Course Perspective

This study aims to systematically evaluate the dynamic effects of rural–urban migration experiences during compulsory education on human capital accumulation in China from a life-course perspective, with a focus on both the short-term and long-term outcomes for migrant children and the spillover effects on left-behind children. From a life-course perspective, this study examines the nonlinear temporal effects of rural–urban migration experiences during compulsory education on the human capital accumulation of migrant children in China. Using a cohort of rural children recorded in the 2012 wave of the China Family Panel Studies (CFPS) and their follow-up information in the 2020 wave, an endogenous switching model is constructed for empirical analysis. The results show that: (1) Rural–urban migration during compulsory schooling has a negative short-term impact on the human capital accumulation of migrant children, while its long-term effects remain positive. (2) Social integration difficulties, reflected in declines in self-efficacy and social trust, constitute the negative mechanism, although this influence weakens as migration duration increases. In contrast, improvements in public education quality, enhanced family educational processes such as increased parental time investment, and gains in non-cognitive abilities including higher self-educational expectations and better mental health serve as the positive mechanisms. (3) Rural migrant children cause negative spillover effects concerning the human capital accumulation of left-behind children because the outflow of students reduces the educational accessibility of left-behind children through distance effects and lowers the quality of rural primary and secondary schools through scale effects.