家庭背景、学校质量与城乡青少年认知技能差异

The Impact of Family Background and Schools' Quality on the Cognition Gap between Urban and Rural Students in China

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。

Using the baseline data of China Education Panel Survey in2014,the method of Oaxaca-Blinder decomposition as well as the RIF regression decomposition,this paper investigates the effects of family background,quality of schools and student’s characteristics on cognition gap between urban and rural students in China.The results show that;1)there exist significant cognition gaps between urban and rural students.Moreover,the cognition gaps become lager in senior grade and high position than they are in lower position and junior grade.2)the result of Oaxaca-Blinder decomposition reveals that the main reasons for cognition gap between urban and rural students are the observable characteristic differences.In addition,among all the observable characteristics,the trait of family and school are more important than other factors;3)by decomposing cognition distribution through the method of RIF,we find that in higher position of cognition distribution,the family characteristic is the most important factor for the urban-rural students cognition gap.The policy implication of this article is that the cognition gap between urban and rural students can be effectively narrowed through the ways of improving the living conditions of rural families,accelerating the progress of integration of urban and rural educational,as well as increasing the input towards primary education and even in preschool education.