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Student profiles are analyzed first, then impacts on academic achievement are estimated with multivariate regression and propensity score matching, followed by heterogeneity tests by background.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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purpose of comparing study abroad in the US and China?","Question",{"text":62,"@type":63},"To quantify the value-added of studying abroad during college by comparing participation patterns and its impact on undergraduate academic achievement between the two countries.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the research estimate the causal impact of studying abroad?",{"text":67,"@type":63},"It matches students who studied abroad to those who did not based on propensity to study abroad, and then uses multivariate regression and propensity score matching with GPA as the outcome measure.",{"name":69,"@type":60,"acceptedAnswer":70},"What research findings are reported about academic achievement?",{"text":71,"@type":63},"The study finds a positive, statistically significant but small impact on students’ academic achievement in both countries, with a higher impact for American 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University  \nFei Guo  \nInstitute of Education, Tsinghua University  \nYou You  \nGraduate School of Education, Peking University  \nStudy abroad can be a life-changing experience, but evidence of its effectiveness is mixed. We examine the experience of studying abroad at colleges in the US and China, which are the largest receiving and sending countries of international students respectively. Using data from two comparable national surveys that follow the same design, we estimate causal effects by matching students who studied abroad during college to those who did not, based on their propensity to study abroad. First, we survey student profiles to better understand who studied abroad. We found that parental education and urbanity makes difference in participation. Second, we examine the impact of study abroad on student academic achievement, using multivariate regression and propensity score matching. Finally, we exploit the matched samples to examine impact heterogeneity by student background. We find a positive, statistically significant but small impact on student academic achievement in both countries, with a higher impact for American students.  \nIntroduction  \nThe United States, a traditional receiving country of international students, has started to send more students abroad. One out of ten students now have overseas learning experience during college. In some colleges and universities, spending a semester or an academic year overseas has already become an integral part of college life (IIE, 2016) .  \nGiven the growing proportion of undergraduate students with overseas learning experience, study abroad has become a significant part of the US higher education system that cannot be ignored by education researchers and policy makers. A key question for study abroad stakeholders is: what is the value-added of study abroad to college education?  \nChina, a country that has traditionally sent students abroad, has started to involve more college students in study abroad programs that are sponsored by or affiliated with Chinese institutions, instead of letting Chinese students completely leave their Chinese institutions and enroll in a program at a foreign country as an international student. The most recent Chinese College Student Survey (CCSS) shows that 6% of college students studied abroad before graduation and approximately 35% of students are planning to do so.  \nGiven the rapid increase of students studying abroad in higher education and the growing consensus that studying abroad provides some of the richest and most powerful forms of experiential learning for our students (Burn, 1991; Hamir, 2011; Kuh, 1995; Kuh et al., 2008; Laubscher, 1994; McKeown, 2009; Tarrant et al., 2014; Li, 2016), policymakers and the general public have become increasingly interested in the potential impact of study abroad across disciplines. Extant literature on Chinese students studying abroad mostly focus on students who leave China completely to pursue an overseas degree and potentially cause brain drain. Very few prior-studies examine the behavior of Chinese college students studying abroad in non-degree programs. As a comparison, the main stream of American college students studying abroad is in non-degree programs. Thus, results from the US may provide a good reference.  \nHence, the goal of this research is therefore to quantify the value of studying abroad during college using descriptive analysis and quasi-experimental methods such as Propensity Score Matching with a good outcome measure (e.g., academic achievement) that is available in both the US and China. In this research, we choose GPA as a proxy for academic achievement. The data used in this research comes from the National Survey of Student Engagement (NSSE) in the US and the CSSS in China, both collected in 2014. After investigating student profile and estimating t","cbCaiaOyRBcgQo7b","https://ap.wps.com/l/cbCaiaOyRBcgQo7b","pdf",1109784,29,"English","# Introduction\n# Literature Review\n# Data Source\n# Empirical Strategies and Sample\n# Results\n## Ordinary Least Square Regression\n## Propensity Score Matching\n# Conclusion","[{\"question\":\"What is the core purpose of comparing study abroad in the US and China?\",\"answer\":\"To quantify the value-added of studying abroad during college by comparing participation patterns and its impact on undergraduate academic achievement between the two countries.\"},{\"question\":\"How does the research estimate the causal impact of studying abroad?\",\"answer\":\"It matches students who studied abroad to those who did not based on propensity to study abroad, and then uses multivariate regression and propensity score matching with GPA as the outcome measure.\"},{\"question\":\"What research findings are reported about academic achievement?\",\"answer\":\"The study finds a positive, statistically significant but small impact on students’ academic achievement in both countries, with a higher impact for American students.\"}]","Study Abroad during College - Comparison between China and the United States | PDF",1792089513,73]