Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data

Autor/inn/en	Sun, Ran; Du, Ping
Titel	Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data
Quelle	In: Best Evidence in Chinese Education, 9 (2021) 2, S.1243-1261 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-5312
Schlagwörter	Foreign Countries; Teacher Education; Academic Achievement; Urban Schools; Rural Schools; Rural Urban Differences; Achievement Gap; Educational Quality; Student Characteristics; Family Characteristics; Institutional Characteristics; Grade 7; Grade 9; China + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Stadt-Land-Beziehung; Quality of education; Bildungsqualität; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Based on the baseline data of the China Education Panel Survey, this paper explored the relationship between teacher training and academic performance in urban and rural samples respectively and the impact of teacher training on the urban-rural gap of students' academic performance. The results showed that: firstly, there was a significant urban-rural gap in academic performance, and the gap in high quantiles and language subjects were even larger. Secondly, the results of unconditional quantile regression showed that teacher training could improve the performance of urban students with different academic levels and rural students with intermediate or above academic levels, but it cannot improve the performance of rural students with lower academic levels. In addition, the overall effect of teacher training in urban areas is significantly higher than that in rural areas. Thirdly, different quantiles of Oaxaca-Blinder decomposition found that the endowment effect and the coefficient effect of teacher training were the important causes of the urban-rural performance gap, but the relative sizes of the two were different according to the different grades and different quantiles of performance distribution. Therefore, to increase the training opportunities and improve the training quality of rural teachers as well as enhance the resource conversion rate of rural students are of great practical significance for narrowing the urban-rural performance gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01