家庭背景、学校质量与城乡青少年认知技能差异

发布时间：2018-07-12 08:51

本文选题：家庭背景 + 学校质量　；参考：《教育与经济》2017年06期

【摘要】：利用中国教育追踪调查2014年的基线调查数据和Oaxaca-Blinder分解以及RIF回归分解方法,本文考察了家庭资源、学校资源和学生自身特征对城乡学生认知能力差距的影响。结果表明:(1)城乡学生间存在显著的认知能力差距,且高分位点上、高年级中的认知能力差距较大;(2)均值分解说明,城乡学生的认知能力差异主要是由可观察到的特征差异所致,并且在可观察到的特征中,家庭特征和学校特征最重要;(3)分布分解表明,在认知能力分布的高分位点上,家庭特征成为城乡学生认知能力差距的最主要因素。本文的政策启示是,改善农村家庭环境、加快城乡教育一体化、加大初等教育甚至学前教育的投入力度,可更有效地缩小城乡学生的能力差距。
[Abstract]:Based on the baseline survey data of 2014, Oaxaca-Blinder decomposition and RIF regression decomposition, this paper investigates the effects of family resources, school resources and students' own characteristics on the cognitive gap between urban and rural students. The results show that: (1) there is a significant difference in cognitive ability between urban and rural students, and there is a large gap in cognitive ability in higher grade at high score sites, and (2) mean decomposition shows that the difference of cognitive ability between urban and rural students is mainly caused by observable differences in characteristics. And among the observed features, family and school characteristics are the most important; (3) Distribution decomposition shows that at the high score of cognitive ability distribution, family characteristics become the most important factor of cognitive ability gap between urban and rural students. The policy enlightenment of this paper is to improve the rural family environment, accelerate the integration of urban and rural education, increase the input of primary education and even preschool education, can reduce the ability gap between urban and rural students more effectively.
【作者单位】：郑州大学商学院/产业经济研究所;
【基金】：国家社科基金青年项目“中国收入差距的机会不平等测度与对策研究”(项目编号:15CJL016)
【分类号】：G40-05

【相似文献】