Study on the Impact of Urban-Rural Education Resource Equitability and Student Endowment Differences on Promoting Educational Equity
Based on empirical analysis of CEPS
DOI:
https://doi.org/10.54097/cp7efg82Keywords:
Urban-rural Education Resources, Student Endowment, Educational EquityAbstract
Based on the empirical analysis of the China Education Panel Survey (CEPS), this paper explores the impact of the equitability of urban-rural education resources and student endowment differences on educational equity. The findings not only provide a new perspective and empirical support for the study of the theory of educational equity but also offer valuable references for policymaking and education reform to promote social equity and harmonious development. It is empirically found that cognitive abilities and parents' educational expectations have a positive impact on students' educational expectations, while the dropout situation of friends has a negative impact. Additionally, although health status has a positive influence on educational expectations, it does not significantly affect the choice of future residence. These factors together reveal the significant impact of the family environment, personal ability, and social relationships on students' education and life choices, emphasizing the necessity to optimize educational resources and family education support, holding significant theoretical and practical significance.
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