Can Higher Household Education Expenditure Improve the National College Entrance Exam Performance? Empirical Evidence from Jinan, China

Autor/inn/en	Zhang, Yu; Zhou, Xuehan
Titel	Can Higher Household Education Expenditure Improve the National College Entrance Exam Performance? Empirical Evidence from Jinan, China
Quelle	In: Current Issues in Comparative Education, 19 (2017) 2, S.8-32 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Expenditures; College Entrance Examinations; Scores; Foreign Countries; Chinese; English (Second Language); Educational Quality; Family Income; Educational Finance; Measurement; Socioeconomic Status; Gender Differences; Rural Urban Differences; Regression (Statistics); High School Students; Tutoring; School Choice; Academic Achievement; Correlation; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Ausgaben; Aufnahmeprüfung; Ausland; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Quality of education; Bildungsqualität; Familieneinkommen; Bildungsfonds; Messverfahren; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Stadt-Land-Beziehung; Regression; Regressionsanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Förderkonzept; Nachhilfeunterricht; Choice of school; Schulwahl; Schulleistung; Korrelation; Statistische Analyse
Abstract	The purpose of this study was to examine the effect of household education expenditure on National College Entrance Exam (NCEE) performance in China. Using a comprehensive dataset with a sample size of 5840 students collected in Jinan, China, this study found that the average effect of household education expenditure on NCEE performance is not significant, but it may have a significant and positive effect on those with higher test scores. There is a significantly positive effect on Chinese scores for students at the 0.75th quantile and on English scores for those at the 0.5th quantile. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01