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

Autor/inn/en	Fu, Weidong; Zhou, Wei
Titel	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
Quelle	In: Best Evidence in Chinese Education, 10 (2022) 2, S.1405-1413 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-5312
Schlagwörter	Foreign Countries; Counties; Poverty; Intervention; Program Effectiveness; Student Characteristics; Family Characteristics; Institutional Characteristics; Financial Support; Academic Achievement; Equal Education; Low Income Students; Resource Allocation; Educational Equity (Finance); China + Suchen Sie Ihr Suchwort? Ausland; Armut; Finanzielle Förderung; Schulleistung; Ressourcenallokation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01