體驗區
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| 篇名 |
入读随迁子女定点学校如何影响教育结果
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| 並列篇名 |
How does Entering Designated Schools Affect Educational Outcomes?
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| 作者 |
金红昊(JIN Hong-hao)
、罗蕴丰(LUO Yun-feng)
、刘鑫桥(LIU Xin-qiao)
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| 中文摘要 |
为保障进城务工人员随迁子女接受义务教育的权利，各地政府兴建或确定了一批专门用以接收随迁子女的定点学校。但是，随之而来的是社会各界对定点学校教学质量的担忧以及本地学生家长对随迁子女可能影响本地学生学业的质疑，然而，鲜少实证研究能够说明入读定点学校对于随迁子女和本地学生的教育结果的影响。基于中国教育追踪调查（CEPS）基线数据，采用交互效应模型、中介效应检验等方法估计了学生就读于随迁子女定点学校对教育结果的影响。发现，就读随迁子女定点学校对外县（区）学生的认知能力存在正向补偿效应，但对本县（区）学生的认知能力具有一定的负向影响。接纳随迁子女入学，会通过改变定点学校内部的同辈互动环境，进而影响就读学生的认知能力发展。
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| 英文摘要 |
In order to guarantee the right of migrant children to receive compulsory education, local governments in China have established a number of designated schools specially for them. However, there are concerns about the quality of teaching in the designated schools, as well as doubts from parents of local students that migrant children may affect their children’s studies. Few empirical studies can explain the impact of entering designated schools on the educational outcomes of migrant and local students. Based on the baseline data of CEPS, this study uses interaction effect model and mediating effect test to estimate the impact of students entering designated schools on educational outcomes. The study found that entering designated school for migrant children had a negative impact on the cognitive ability of students from the local county. Meanwhile, entering designated school for migrant children had a positive effect on the cognitive ability of students from other counties. Entering designated school for migrant children influenced students' cognitive ability through peer interaction.
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| 頁次 |
182-192
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| 關鍵詞 |
随迁子女
、定点学校
、认知能力发展
、交互效应模型
、中介效应检验
、migrant children
、designated school
、cognitive ability development
、interaction effect model
、mediating effect test
、CSSCI
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| 卷期 |
17:6
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| 日期 |
202112
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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| DOI |
10.14082/j.cnki.1673-1298.2021.06.017
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