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

A Meta-analysis of the Relationships between Chinese Parenting Styles and Child Academic Achievement

This article aimed to examine the relationships between Chinese parenting styles and child academic achievement through a meta-analytical review. After literature screening, 54 studies and 793 independent effect sizes th...

The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province

The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three nationa...

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...

The Effect of Education Groups on the Quality of Urban and Rural Compulsory Education: An Empirical Analysis Based on CEPS Data

We retrieved data from China Education Panel Survey (CEPS) and adopted the hierarchical linear model as well as the quantile regression method to examine the effect of education groups on the quality of urban and rural c...

A Study of College Students’ Foreign Language Anxiety in English Learning Based on the Teaching Model of Sheltered Instruction Observation Protocol

Foreign language anxiety in English learning has always been a major focus of English teaching research. How to relieve English majors’ foreign language anxiety and improve their classroom participation becomes an impera...

Download PDF file
  • EP ID EP712577
  • DOI https://doi.org/10.15354/bece.22.ar030
  • Views 85
  • 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