低收入家庭子女能否获得充分的教育机会（教育机会益贫性），是我国相对贫困治理的关键一环。伴随精准扶贫的推进，民族地区绝对贫困得到有效解决，但相对贫困问题日益凸显，叠加民族地区相对薄弱的公共教育水平、多子女家庭结构以及相对落后的教育观念，进一步加剧了教育（尤其是非义务教育）机会的不平等，不仅威胁到既有脱贫成果的巩固，也对我国下一步相对贫困治理构成严重阻碍。本课题基于教育机会在不同收入家庭间分布特征的考察，将教育机会益贫性以量化指标形式表示出来，并以我国西南地区14个少数民族自治州为例，深入探讨各教育阶段的机会益贫性对民族地区相对贫困的影响效应及作用机制，进而模拟评估优化教育机会益贫性的政策效果并提出相应建议。本项目可从教育机会获得视角增进学界对相对贫困形成的关键阶段和动态演化的理解，为制定瞄准民族地区2020年后相对贫困治理政策提供实证依据和前瞻性的决策参考。

Whether the people in relatively poverty can obtain adequate education opportunities after compulsory education (pro-poorness of educational opportunity，PEO) is a crucial issue of relative poverty governance. With the advancement of poverty alleviation, absolute poverty in minority nationality regions has been effectively resolved, but the relative poverty problem has become increasingly prominent. This phenomenon has further exacerbated the inequality of educational opportunities combined with the backwardness of public education in minority nationality regions, multi-child family structure and relatively backward education concept, which not only threatens the consolidation of poverty alleviation, but also poses a serious obstacle to the relative poverty governance in the near further. In this project, we quantify the PEO by examining the distribution of education opportunities among families with different incomes. Taking 14 minority autonomous prefectures in southwestern China as an example, we comprehensively study the impact and key mechanisms of PEO at various educational stage on relative poverty. Then, we propose corresponding suggestions by quantified policy optimizing simulation and evaluation. This project can prompt the understanding of the key stage and evolutionary logic of the relative poverty generation in minority nationality regions, which can provide empirical evidence and decision-making reference for the relative poverty governance of minority nationality regions in the "post 2020" ear.