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Moving for Opportunities? Examining the Public School Attendance and Reading Achievement of Migrant Students in Beijing.

机译：争取机会？考察北京市民办公立学校的出勤情况和阅读成绩。

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摘要

Since the early 1990s, privately-run migrant schools have been established to provide affordable education for children of migrant workers who encountered difficulties in receiving compulsory education in urban areas due to China's household registration system. Recent policies promulgated by China's government have gradually eliminated the institutional and economic barriers to equal access to public schools for migrant children; however, few studies have examined whether these new policies are leading to equitable achievement for migrant children.;This study intends to bridge the gaps in previous studies by addressing the following research questions: (1) what is the current magnitude of achievement gap between urban students and migrant students, and does the achievement gap for migrant students differ in public schools and migrant schools? and (2) do migrant students benefit academically from attending public schools, and if so, are public schools effectively narrowing the urban-migrant achievement gap? By making use of a cross-sectional longitudinal dataset collected from 19 elementary schools in a southwestern Beijing school district, I applied three-level hierarchical growth models to estimate the growth trajectories of grade 3 and 5 migrant students. I also combined propensity score matching and hierarchical growth modeling to strengthen the causal inference of school effect in this observational study.;Results showed that urban and migrant schools varied significantly in initial reading achievement level and growth rate. They also indicated that the variation within schools was greater than the variation between schools on initial status. However, almost all variation in growth rate was attributable to between-school heterogeneity. Results also showed the achievement gap between migrant students studying in public schools and migrant students studying in migrant schools expanded at both grades; however, the increase was only significant at grade 5. Moreover, migrant students studying in urban public schools demonstrated comparable growth trajectories in reading achievement at both grades. In other words, attending public schools neither widened nor narrowed the urban-migrant achievement gap. These results suggest some ways that the changes in educational policy might benefit migrant students, but even more evident is the need for additional measures to improve migrant students' opportunities for high quality education.
机译：自1990年代初以来，已经建立了民办民办学校，为因中国户籍制度而在城市地区接受义务教育遇到困难的农民工子女提供负担得起的教育。中国政府最近颁布的政策逐步消除了农民工平等进入公立学校的体制和经济障碍。然而，很少有研究检查这些新政策是否导致移民儿童获得公平的成就。；本研究旨在通过解决以下研究问题来弥合以往研究中的差距：（1）当前城市之间的成就差距有多大？学生和农民工学生，公立学校和农民工学校的农民工成就差距是否不同？ （2）移民学生是否可以从公立学校的学习中受益，如果是，公立学校是否有效地缩小了城市移民的成就差距？通过利用从北京西南学区的19所小学收集的横截面纵向数据集，我应用了三级分层增长模型来估计3年级和5年级移民学生的增长轨迹。在这项观察性研究中，我还结合了倾向得分匹配和分层成长模型，以加强对学校效果的因果推断。结果表明，城市学校和流动学校的初始阅读成绩水平和增长率差异很大。他们还指出，学校内部的差异大于初始状态下学校之间的差异。但是，几乎所有增长率的变化都归因于学校之间的异质性。结果还显示，在公立学校学习的留学生和在移民学校学习的留学生之间的成绩差距在两个年级都扩大了；然而，这种增长仅在五年级时才显着。此外，在城市公立学校学习的移民学生在两个年级的阅读成绩上都表现出可比的增长轨迹。换句话说，上公立学校既不会扩大也不会缩小城市移民的成就差距。这些结果表明，教育政策的变化可能会为移民学生带来一些好处，但更明显的是，需要采取其他措施来提高移民学生获得高质量教育的机会。

著录项

  • 作者

    Deng, Feng.;

  • 作者单位

    University of Michigan.;

  • 授予单位 University of Michigan.;
  • 学科 Asian Studies.;Education Reading.;Education Policy.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 148 p.
  • 总页数 148
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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