Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China

Journal Title: Best Evidence in Chinese Education - Year 2022, Vol 10, Issue 2

Abstract

Transfer payment is of great significance for poverty alleviation and balanced regional development. Based on the first-hand survey data from 18 key counties of 6 provinces in China’s national poverty alleviation and development program, this paper uses propensity score matching to calculate the effects of transfer payment funds on the results of compulsory education in impoverished areas and uses Shapley value decomposition to decompose correlated factors. It finds that when the characteristics of students, families and schools controlled, transfer payment funds significantly lower student academic achievements in some subjects and aggravate the inequality of educational results, which may be the result of the reduction of local education funds caused by the “crowding out effect” of transfer payment. Suggestions are made in this paper to standardize the utilization of transfer payment funds, establish a linkage mechanism between the educational results of poor students and transfer payment funds, implement the assisting plan for teachers and students in poor areas, strengthen the “pertinent support for intelligence development”, and unite multiple agencies to increase input in education, with the purpose of reducing the inequality of compulsory education in poor areas.

Authors and Affiliations

Weidong Fu, WeiZhou

Keywords

Related Articles

Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China

The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional...

Patterns of Bullying Victimization among Adolescents in China: Based on a Latent Profile Analysis

This study was to explore potential patterns of bullying victimization among adolescents in China. By cluster sampling, Delaware Bullying Victimization Scale-Student (DBVS-S), Patient Health Questionnaire-9 (PHQ-9) and G...

An Empirical Study on the Influence of School Choice on Junior Middle School Students’ Academic Performance

Using data from 17,424 junior middle school student responses in the Chinese Education Panel Survey 2014 (CEPS 2014), this study analyzes the influence of school choice on the academic performance of primary to junior st...

An Investigation into the Impact of Mindfulness Education on Children Development–Based on the Mindfulness Experiment on 5th Graders of D primary School in W City

This study selected fifth graders from D Primary School as subjects and conducted a 12-week mindfulness education experiment using a pre- and post-test control experiment design. The results can be used to demonstrate th...

What is the Most Important Source for Teachers’ Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers’ Knowledge

Studying the sources of teachers' knowledge and the importance of different sources is of great significance to promote the development of teachers' knowledge. This paper systematically analyzes 27 empirical studies on t...

Download PDF file
  • EP ID EP712577
  • DOI https://doi.org/10.15354/bece.22.ar030
  • Views 80
  • Downloads 0

How To Cite

Weidong Fu, WeiZhou (2022). Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China. Best Evidence in Chinese Education, 10(2), -. https://europub.co.uk/articles/-A-712577