学前教育能助力处境不利学生成为抗逆学生吗?——来自CEPS基线数据的经验证据

Can Preschool Education Help Disadvantaged Students Become Resilient Students?Empirical Evidence from CEPS Baseline Data

助力处境不利学生实现学业逆袭,是弱势群体实现社会流动、打破贫困代际循环的关键。利用“中国教育追踪调查”数据库2013-2014基线数据,运用广义精确匹配(CEM)方法和多层Logistic回归,本文探讨了学前教育对于处境不利学生成为抗逆学生的影响。研究发现:处境不利学生的入园机会普遍偏低,入园率不足七成;学前教育能显著提高处境不利学生的认知能力,并能显著预测处境不利学生成为抗逆学生的概率;异质性分析表明,学前教育对农村处境不利学生成为抗逆学生概率的影响更大。为发挥学前教育对处境不利学生的补偿性作用,政府应完善学前教育幼儿资助政策,扩大普惠性学前教育资源覆盖面,保障处境不利学生接受优质学前教育的机会。

Helping disadvantaged students achieve academic resilience is the core meaning for vulnerable groups to realize social mobility and block the intergenerational transmission of poverty.Based on the 2013-2014 baseline survey data of China Education Panel Survey(CEPS),this paper use Coarsened Exact Matching(CEM)method and multilevel logistic regression to explore the impact of preschool education on helping disadvantaged students become resilient students.The results show that:(1)the preschool enrollment opportunities of disadvantaged students were generally low,and the enrollment rate was less than 70%.Preschool education has a significant positive impact on the cognitive ability of disadvantaged students and can significantly increase the probability of disadvantaged students becoming resilient students and help disadvantaged students become resilient students;(2)heterogeneity analysis shows that preschool education has a greater impact on the probability of ninth grade disadvantaged students and rural disadvantaged students becoming resilient students.In order to give full play to the compensatory role of preschool education for disadvantaged students,the government should improve the policy of preschool funding,expand the coverage of inclusive preschool education resources,and ensure disadvantaged children’s access to high-quality preschool education.