Based on data from the China Education Panel Survey in the academic years of 2013-2014 and 2014-2015, this article sought to investigate whether shadow education can yield the “theater effect” and whether the “theater effect” of shadow education is heterogeneous between families of different socio-economic status as well as between urban and rural families, using the hierarchical linear Bernoulli model.
{"title":"The “Theatre Effect” of Shadow Education: A Study Based on Data from China Education Panel Survey","authors":"Haiping Xue","doi":"10.15354/bece.23.ar038","DOIUrl":"https://doi.org/10.15354/bece.23.ar038","url":null,"abstract":"Based on data from the China Education Panel Survey in the academic years of 2013-2014 and 2014-2015, this article sought to investigate whether shadow education can yield the “theater effect” and whether the “theater effect” of shadow education is heterogeneous between families of different socio-economic status as well as between urban and rural families, using the hierarchical linear Bernoulli model.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125274626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The disparities in the quality of senior secondary education opportunities are one of key topics in educational equity research in China as they have a critical impact on students’ access to higher education and even their future occupational attainments. Students’ senior secondary education opportunities are related to multiple factors. This study attempted to examine the relationship between family capital and the quality of children’s senior secondary education opportunities. The research into the post-junior secondary education tracking in County B of Jiangsu Province demonstrated that compared with vocational secondary education opportunities, children’s access to general senior secondary education (including ordinary and key high schools) was significantly and positively affected by family social capital and less so by family cultural capital, but had a weak correlation with family economic capital; and that cultural capital had more significant impact on children’s admission to high-quality senior secondary schools than to ordinary high schools. Subjective aspects of family capital helped improve the access to ordinary senior secondary education of children from underprivileged classes, whilst objective aspects of family capital could limit their key high school enrollment opportunity. It was suggested that the government push through the implementation of the “quota allocation policy” to promote balanced distribution of high achieving students; and that disadvantaged families make more efforts to increase their cultural capital, and schools and communities provide more support to disadvantaged groups to compensate for their paucity of cultural capital and to upgrade the quality of senior secondary education opportunities of their children.
{"title":"Family Capital and the Quality of Senior Secondary Education Opportunities: An Analysis Based on the Post-Junior Secondary Education Tracking in County B of Jiangsu Province","authors":"Xinzhuo Zhu","doi":"10.15354/bece.23.ar029","DOIUrl":"https://doi.org/10.15354/bece.23.ar029","url":null,"abstract":"The disparities in the quality of senior secondary education opportunities are one of key topics in educational equity research in China as they have a critical impact on students’ access to higher education and even their future occupational attainments. Students’ senior secondary education opportunities are related to multiple factors. This study attempted to examine the relationship between family capital and the quality of children’s senior secondary education opportunities. The research into the post-junior secondary education tracking in County B of Jiangsu Province demonstrated that compared with vocational secondary education opportunities, children’s access to general senior secondary education (including ordinary and key high schools) was significantly and positively affected by family social capital and less so by family cultural capital, but had a weak correlation with family economic capital; and that cultural capital had more significant impact on children’s admission to high-quality senior secondary schools than to ordinary high schools. Subjective aspects of family capital helped improve the access to ordinary senior secondary education of children from underprivileged classes, whilst objective aspects of family capital could limit their key high school enrollment opportunity. It was suggested that the government push through the implementation of the “quota allocation policy” to promote balanced distribution of high achieving students; and that disadvantaged families make more efforts to increase their cultural capital, and schools and communities provide more support to disadvantaged groups to compensate for their paucity of cultural capital and to upgrade the quality of senior secondary education opportunities of their children.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126806229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Supporting socio-economically disadvantaged students to improve their academic resilience is vital in promoting social mobility and halting intergenerational transmission of poverty. Based on the baseline data 2013-2014 from the China Education Panel Survey (CEPS) database, this paper examined the impact of preschool education experience on academic resilience of disadvantaged students using coarsened exact matching (CEM) and hierarchical logistic regression. Research findings show that disadvantaged children have less access to preschool education than their advantaged peers, with a kindergarten attendance rate lower than 70%; that preschool education can significantly improve children’s cognitive ability and effectively predict academic resilience of disadvantaged students; and that preschool education is a better predictor of resilience of rural disadvantaged students than that of their urban counterparts. The government should reinforce subsidies for early childhood education that can serve as compensation for disadvantaged kids; and should further universalize preschool education to secure the opportunity of high-quality pre-primary school education for disadvantaged children.
{"title":"Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data","authors":"Wanpeng Lei","doi":"10.15354/bece.23.ar026","DOIUrl":"https://doi.org/10.15354/bece.23.ar026","url":null,"abstract":"Supporting socio-economically disadvantaged students to improve their academic resilience is vital in promoting social mobility and halting intergenerational transmission of poverty. Based on the baseline data 2013-2014 from the China Education Panel Survey (CEPS) database, this paper examined the impact of preschool education experience on academic resilience of disadvantaged students using coarsened exact matching (CEM) and hierarchical logistic regression. Research findings show that disadvantaged children have less access to preschool education than their advantaged peers, with a kindergarten attendance rate lower than 70%; that preschool education can significantly improve children’s cognitive ability and effectively predict academic resilience of disadvantaged students; and that preschool education is a better predictor of resilience of rural disadvantaged students than that of their urban counterparts. The government should reinforce subsidies for early childhood education that can serve as compensation for disadvantaged kids; and should further universalize preschool education to secure the opportunity of high-quality pre-primary school education for disadvantaged children.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"242 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117154466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For most of us, the year of 2022 was not a desirable year. The COVID-19 epidemic was still affecting the lives of billions of people. The high transmissibility of the new strains and the concern over long COVID-19 made them less confident in their expectation of completely getting rid of the adverse impact of the epidemic. In the meantime, war, famine, natural disasters, and economic downturn were also challenging the coping capacities of human society. All evidence indicates that there remains a multitude of issues for mankind to address.
{"title":"Seeking Understanding and Cooperation in a World of Disputes: New Year Greetings from BECE","authors":"Jijun Yao","doi":"10.15354/bece.23.ed032","DOIUrl":"https://doi.org/10.15354/bece.23.ed032","url":null,"abstract":"For most of us, the year of 2022 was not a desirable year. The COVID-19 epidemic was still affecting the lives of billions of people. The high transmissibility of the new strains and the concern over long COVID-19 made them less confident in their expectation of completely getting rid of the adverse impact of the epidemic. In the meantime, war, famine, natural disasters, and economic downturn were also challenging the coping capacities of human society. All evidence indicates that there remains a multitude of issues for mankind to address.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129397535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of the decline in working-age population and exhaustion of demographic dividend in China, how to increase the supply of labor has become an issue critical to economic development. Optimizing preschool education system and enhancing the accessibility of high-quality and low-cost pre-primary schooling help free married women from childcare, boost their labor force participation, and thus, augment the supply of labor. This study discovers that the labor force participation rate of women who enroll all their preschool-age children in kindergartens is 1.32 times that of those who do not do so; and that for working women, preschool attendance of all their kids can increase their working time by four hours per week. After classifying the sample according to the level of household income and type of Hukou (registered permanent residence), it finds that child preschool attendance can more significantly raise the employment probability of women from high-income families and more prominently increase working hours of those with rural Hukou.
{"title":"The Effect of Child Preschool Education on Labor Force Participation of Married Women of Childbearing Age","authors":"Weifang Min","doi":"10.15354/bece.23.ar028","DOIUrl":"https://doi.org/10.15354/bece.23.ar028","url":null,"abstract":"In the context of the decline in working-age population and exhaustion of demographic dividend in China, how to increase the supply of labor has become an issue critical to economic development. Optimizing preschool education system and enhancing the accessibility of high-quality and low-cost pre-primary schooling help free married women from childcare, boost their labor force participation, and thus, augment the supply of labor. This study discovers that the labor force participation rate of women who enroll all their preschool-age children in kindergartens is 1.32 times that of those who do not do so; and that for working women, preschool attendance of all their kids can increase their working time by four hours per week. After classifying the sample according to the level of household income and type of Hukou (registered permanent residence), it finds that child preschool attendance can more significantly raise the employment probability of women from high-income families and more prominently increase working hours of those with rural Hukou.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121669025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Colleges and universities have been playing an increasingly important role in regional innovation-driven development. Based on panel data (1999-2016) of 287 cities in China, this study conducted an empirical analysis of the influences of the new campuses which were built for the expanded college enrollment on the city’s patentable inventions and innovations. The Time-varying DID model was adopted in the analysis. The regression results demonstrate that newly built campuses have boosted inventions and innovations in their cities, benefiting various innovators including individuals and firms; that the impact of newly built campuses increases over time; the newly built campuses of vocational colleges have mainly influenced innovation actors like businesses, while those of regular colleges and universities have impacted both individuals and organizations; that the new campus built in the different city from its headquarter exerts greater promoting effects on the innovation of the city than the campus relocated in the original city and the campus of a newly established university; that the indirect effect of newly built campuses on the invention of all innovation actors is more significant than the impact of their direct collaboration with the latter; that a newly built campus have a more prominent effect on regional innovation when it is situated in an area with a high concentration of universities; and that the existence of the old campus of a university amplifies the promoting effect of its newly built campus on local innovation and the amplifying function strengthens over time.
{"title":"Universities and Innovation Potential of the City: A Quasi-Experimental Study of Newly Built Campuses of Colleges and Universities in China","authors":"Wei Ha","doi":"10.15354/bece.22.ab015","DOIUrl":"https://doi.org/10.15354/bece.22.ab015","url":null,"abstract":"Colleges and universities have been playing an increasingly important role in regional innovation-driven development. Based on panel data (1999-2016) of 287 cities in China, this study conducted an empirical analysis of the influences of the new campuses which were built for the expanded college enrollment on the city’s patentable inventions and innovations. The Time-varying DID model was adopted in the analysis. The regression results demonstrate that newly built campuses have boosted inventions and innovations in their cities, benefiting various innovators including individuals and firms; that the impact of newly built campuses increases over time; the newly built campuses of vocational colleges have mainly influenced innovation actors like businesses, while those of regular colleges and universities have impacted both individuals and organizations; that the new campus built in the different city from its headquarter exerts greater promoting effects on the innovation of the city than the campus relocated in the original city and the campus of a newly established university; that the indirect effect of newly built campuses on the invention of all innovation actors is more significant than the impact of their direct collaboration with the latter; that a newly built campus have a more prominent effect on regional innovation when it is situated in an area with a high concentration of universities; and that the existence of the old campus of a university amplifies the promoting effect of its newly built campus on local innovation and the amplifying function strengthens over time.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127805192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of school education depends on the quality of the education provided, and it is a key metric for assessing the effectiveness of schools in developing talent. Building specialized, intelligent education quality monitoring (EQM) databases is crucial for speeding EQM progress in the big data era. This article examines the development of regional EQM databases in the areas of operational procedure and logical structure based on the idea of data lakes by using the development of databases for the EQM data analysis system (DAS) in Suzhou City as a case study. The goal of this study is to assist in addressing the current issues with regional EQM data processing and ensuring EQM’s successful implementation.
{"title":"The Construction and Application of Regional Education Quality Monitoring Databases: A Case Study of Suzhou’s Education Quality Monitoring","authors":"Jian Shen, Q. Luo","doi":"10.15354/bece.22.re031","DOIUrl":"https://doi.org/10.15354/bece.22.re031","url":null,"abstract":"The development of school education depends on the quality of the education provided, and it is a key metric for assessing the effectiveness of schools in developing talent. Building specialized, intelligent education quality monitoring (EQM) databases is crucial for speeding EQM progress in the big data era. This article examines the development of regional EQM databases in the areas of operational procedure and logical structure based on the idea of data lakes by using the development of databases for the EQM data analysis system (DAS) in Suzhou City as a case study. The goal of this study is to assist in addressing the current issues with regional EQM data processing and ensuring EQM’s successful implementation.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123732463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To investigate whether growth mindset training can weaken the effect of math-gender stereotype threat on girl students, this study undertook experimental intervention in a group of grade-11 girl students and found that: (i) Mindsets can moderate the effect of math-gender stereotype threat. Girls with a growth mindset are less likely to be affected by math-gender stereotype threat compared with those with a fixed mindset. (ii) Growth mindset training for girls with a fixed mindset can effectively reduce the effect of math-gender stereotype threat on their math performance.
{"title":"Growth Mindset Training and the Effect of Math-Gender Stereotype Threat on Girl Students","authors":"Shujuan Song","doi":"10.15354/bece.22.ab012","DOIUrl":"https://doi.org/10.15354/bece.22.ab012","url":null,"abstract":"To investigate whether growth mindset training can weaken the effect of math-gender stereotype threat on girl students, this study undertook experimental intervention in a group of grade-11 girl students and found that: (i) Mindsets can moderate the effect of math-gender stereotype threat. Girls with a growth mindset are less likely to be affected by math-gender stereotype threat compared with those with a fixed mindset. (ii) Growth mindset training for girls with a fixed mindset can effectively reduce the effect of math-gender stereotype threat on their math performance.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124399847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on data from the China Statistical Yearbook and China Family Panel Survey (CFPS), this article investigated the influence of regional transportation infrastructure development on family education expectations. Research results show that there is a significant positive correlation between transportation infrastructure and family educational expectations and that the improvement of transportation infrastructure can enhance the family’s willingness to engage their children in higher education. According to the results of influencing mechanism analysis, transportation infrastructure development affects family education expectations by increasing family income and changing family reproduction concepts and educational ideas. In addition, the impact of transportation infrastructure construction on family education expectations is heterogeneous: the positive correlation between them is particularly significant in rural areas with less developed transportation infrastructure, in areas with low average education level of parents and slow information communication, and among families of lower social classes; however, the relationship between the two variables is not prominent in urban areas, in areas where information communication is fast and parents have a higher average education level, and among families with higher social classes. These research findings offer the nation and government new implications for better promoting poverty alleviation through education and rural revitalization in underdeveloped areas.
{"title":"Transportation Infrastructure and Family Educational Expectations: An Empirical Analysis Based on the China Family Panel Survey","authors":"Wuyuan Chen","doi":"10.15354/bece.22.ab017","DOIUrl":"https://doi.org/10.15354/bece.22.ab017","url":null,"abstract":"Based on data from the China Statistical Yearbook and China Family Panel Survey (CFPS), this article investigated the influence of regional transportation infrastructure development on family education expectations. Research results show that there is a significant positive correlation between transportation infrastructure and family educational expectations and that the improvement of transportation infrastructure can enhance the family’s willingness to engage their children in higher education. According to the results of influencing mechanism analysis, transportation infrastructure development affects family education expectations by increasing family income and changing family reproduction concepts and educational ideas. In addition, the impact of transportation infrastructure construction on family education expectations is heterogeneous: the positive correlation between them is particularly significant in rural areas with less developed transportation infrastructure, in areas with low average education level of parents and slow information communication, and among families of lower social classes; however, the relationship between the two variables is not prominent in urban areas, in areas where information communication is fast and parents have a higher average education level, and among families with higher social classes. These research findings offer the nation and government new implications for better promoting poverty alleviation through education and rural revitalization in underdeveloped areas.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130484007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In China’s educational community, there is a consensus that any decision-making or advance in reform must be based on scientific evidence. It has been realized that the traditional instruction modalities that draw on educators’ personal experience have become ineffective in accomplishing better education in the new era. In this context, China’s educational administrators have been committed to constructing an evidence-based system to enable reform in education.
{"title":"Evidenced-based Educational Reform Supported by Education Quality Monitoring: China’s Exploration and Experience","authors":"Jijun Yao","doi":"10.15354/bece.22.co020","DOIUrl":"https://doi.org/10.15354/bece.22.co020","url":null,"abstract":"In China’s educational community, there is a consensus that any decision-making or advance in reform must be based on scientific evidence. It has been realized that the traditional instruction modalities that draw on educators’ personal experience have become ineffective in accomplishing better education in the new era. In this context, China’s educational administrators have been committed to constructing an evidence-based system to enable reform in education.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124992200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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