How and why do Chinese urban students outperform their rural counterparts?
How and why do Chinese urban students outperform their rural counterparts?
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中国城市学生如何以及为何优于农村学生？
DOI：
10.1016/j.chieco.2017.06.006
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发表时间：
2017
影响因子：
6.8
通讯作者：
Sen Xue
中科院分区：
文献类型：
--
作者：
Guochang Zhao;Jingjing Ye;Zhengyang Li;Sen Xue
本文旨在测量和了解中国城乡学生的认知能力差距。使用中国教育小组调查（cceps） 2013/2014年的数据，我们发现认知。城市学生的能力测试成绩比城市学生高出约1.41分（17%）。农村学生的平均水平。这个差异相当于标准偏差的37%和41%。城市和农村学生的考试成绩。而不是原始的考试成绩，当。采用三参数Logistic项目反应理论模型对大学生的认知能力进行估计，城乡差距有所缩小。回归与Oaxaca-Blinder分解分析。表明城乡差距的近一半可以用……来解释。观察到的特征，尤指兄弟姐妹的数量，父母的教育和相互作用。家长和老师。然后讨论这些结果的政策含义并提出建议。缩小城乡学生认知能力差距的几个潜在途径。
This paper aims to measure and understand the rural–urban student cognitive ability gap in.China. Using the China Education Panel Survey (CEPS) 2013/2014 data, we find that the cognitive.ability test scores of urban students are approximately 1.41 points (17%) higher than those.of rural students, on average. This difference is equivalent to 37 and 41% of the standard deviation.of urban and rural students' test scores, respectively. Instead of the raw test score, when.the cognitive ability is estimated with the 3-parameter Logistic item response theory model, the.rural–urban gap is somewhat reduced. The regression and Oaxaca–Blinder decomposition analyses.show that nearly one-half of the rural–urban gap can be accounted for by differences in.observed characteristics, especially number of siblings, parental education, and interaction between.parents and teachers. We then discuss the policy implications of these results and propose.a few potential ways to reduce the rural–urban gap in students' cognitive abilities.