参加课外补习对西部农村学生的影响效应研究——基于面板数据的固定效应分析

The Effect of Private Tutoring on the Academic Achievement of students from Western Rural Area in China?——Fixed Effect Analysis Based on Panel Data

本研究基于西部五省区宁夏、甘肃、云南、四川、广西的部分农村中小学收集的两期追踪数据,了解欠发达地区的补习率,并使用固定效应模型探讨参加课外补习对学生学业成绩的影响效应。经研究发现,西部农村地区的课外补习率较低,小学阶段语文、数学补习率在9.9%-11.6%之间,中学阶段补习率则为4.7%-9.9%;西部农村初中生参加语数补习的主要目的为"补差",小学生参加语文补习的目的为"培优";西部农村中小学生参加数学补习对成绩没有影响,参加语文补习不仅不能提高学生学业成绩,还对学生语文成绩有显著的负向影响作用,原因可能是农村地区补习质量较差。如何在缩小城乡和不同地区基础教育质量差距的同时减少城乡和不同地区义务教育阶段学生校外教育资源的差异,是保障教育公平的重要议题。

Using Fixed Effect Model with two waves of panel data about primary and middle school students of five western rural area in China, this study explores the prevalence of private tutoring in poor and undeveloped area in China, and whether private tutoring indeed matters to these students’ academic achievement. The results show that the use of private tutoring in western rural area is quite low, with about 9.9%-11.7% of primary students and 4.7%-9.9% of middle school students receiving private tutoring. Primary students with higher prior Chinese academic achievement tend to receive private tutoring, while Middle school students with lower prior academic achievement tend to attend math and Chinese tutoring. Specifically, although math tutoring has no causal impact on students’ academic achievement, the use of Chinese tutoring have significantly negative impact on students’ academic achievement for both primary school and middle school student sample which might due to the quality of tutoring in western rural area. In order to achieve educational equity, how to reduce the urban-rural gap and regional disparity of basic educational quality as well as educational resources outside school is a major issue.