学前教育经历与学龄儿童义务教育结果不平等的异质性检验

Heterogeneity Test of Preschool Education Experience and Unequal Result of Compulsory Education of School-age Children

学前教育的异质性特征及其对义务教育结果不平等的影响成为学界关注的焦点话题。本文利用中国教育追踪调查追访数据(2014—2015),运用普通最小二乘法与均值分解、有条件分位数回归与MM分解、无条件分位数回归与RIF分解,分析了学前教育经历对于义务教育结果不平等的异质性影响,研究结果表明:(1)利用均值回归及其分解方法发现学前教育经历能将学龄儿童的义务教育结果表现提高0.062个标准分,个体特征决定了义务教育结果不平等的均值差异;(2)利用条件分位数回归及其分解发现,学前教育经历对于义务教育结果表现的影响呈现出N型曲线的异质性特征,能够被可观测特征所解释的特征效应决定了不同分位点上的义务教育结果不平等;(3)利用无条分位数回归及分解发现,学前教育经历对于义务教育结果表现的影响呈现出"M"型曲线的异质性特征,义务教育结果不平等主要集中在低分位点上,具有"黏地板效应"的鲜明特征。

The heterogeneity of preschool education as well as impact on the inequality of compulsory education have become the focus of academic attention.Based on the data of CEPS(2014—2015),this paper analyzes the heterogeneous influence of preschool education experience on the inequality of compulsory education result by using the method of OLS and Blinder-Oaxaca, CQR and MM decomposition, UQR and RIF decomposition.It is indicated that(1)Preschool education experience can improve the performance of compulsory education results of school-age children by 0.062 standard points, while individual characteristics determine the unequal results of compulsory education by using the method of OLS and its decomposition;(2)Preschool education experience shows the heterogeneity of “inverted n” curve, while the characteristic effect explained by observable features determines the results of performance of compulsory education by using the method of CQR and its decomposition,(3)Preschool education experience shows the heterogeneity characteristics of “m” curve, while the unequal results of compulsory education mainly focus on the low quantile, which has the distinct characteristics of “sticky floor effect” by using the method of UQR and its decomposition.