教育资源抑或同伴效应?——学校因素对学生学业成就的影响分析

Resource Allocation or Peer Effect: Effect of School Factors on Students' Academic Performance

通过国际学生能力评估项目(PISA2015)中国四省市数据分析,对学校因素中的教育资源配置和同伴结构在学生科学素养成绩中的影响进行了探讨。研究发现:学校的教育资源配置对学生的科学素养具有间接的正向作用,其中同伴效应是其唯一作用中介。在同伴效应中,全校学生的平均家庭社会经济地位和日常表现对学生的科学素养均具有正向作用,而日常表现的异质程度会阻碍学生科学素养成绩的提高,家庭社会经济地位的异质程度影响并不十分显著。另外,同伴效应在不同学生群体中的作用并不一致,存在性别和教育阶段的差异。本文的研究结论可以为我国中学的教育和招生政策、家庭的学校选择提供一定的参考。

Through statistical analysis of data from Program for International Student Assessment in 2015 China B-S-J-G, we try to analyze the effect of school resource allocation and peer structure on students' science literacy. The results indicated that the school resource allocation plays an indirect and positive effect on students' science literacy. In this path, the peer effect was the only mediating factor. Among the peer effect, the mean of peers' family socio-economic status and daily performance in the same school have significant and positive effects on students' science literacy. The heterogeneity of students' daily performance in the same school hinders their improvement of science literacy. But the heterogeneity of family socio-economic status has no significant effect. Besides, the peer effects are different between different student groups. These findings can provide some suggestions for the government and parents when they make the education policies or choosing schools for their children.