The Correlation of Expenditure on School Level and Students' Academic Performance: Based on the Empirical Study in Western Poor Rural China

LI Lili; GUAN Hongyu; Scott ROZELLE

doi:10.16382/j.cnki.1000-5560.2018.06.011

Volume 36 Issue 6

Nov. 2018

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2018 > 36(6): 100-106

LI Lili, GUAN Hongyu, Scott ROZELLE. The Correlation of Expenditure on School Level and Students' Academic Performance: Based on the Empirical Study in Western Poor Rural China[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(6): 100-106. doi: 10.16382/j.cnki.1000-5560.2018.06.011

Citation:

LI Lili, GUAN Hongyu, Scott ROZELLE. The Correlation of Expenditure on School Level and Students' Academic Performance: Based on the Empirical Study in Western Poor Rural China[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(6): 100-106. doi: 10.16382/j.cnki.1000-5560.2018.06.011

Citation:

LI Lili, GUAN Hongyu, Scott ROZELLE. The Correlation of Expenditure on School Level and Students' Academic Performance: Based on the Empirical Study in Western Poor Rural China[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(6): 100-106. doi: 10.16382/j.cnki.1000-5560.2018.06.011

PDF( 1313 KB)

The Correlation of Expenditure on School Level and Students' Academic Performance: Based on the Empirical Study in Western Poor Rural China

doi: 10.16382/j.cnki.1000-5560.2018.06.011

1.
Center for Experimental Economics in Education, Shaanxi Normal University, Xi'an, Shaanxi 710119, China
2.
Freeman Spogli Institute for International Studies, Stanford University, Stanford, CA 94305-6055, USA

Publish Date: 2018-11-20

Abstract

Abstract

As a means to alleviate poverty, the Chinese government has been investing in education by increasing financial resources for schools. However, scholarship on the relationship between school resources and student academic performance has not reached a consensus. This study examines the relationship between school-level expenditures, a key aspect of school resources, and student academic performance Using data collected in 94 rural primary school in designated poverty areas of western rural China, the empirical study found that school expenditures on students and teachers account for only 12% of total expenditures, while expenditures on school administration is as high as 72%. Expenditures on students and teachers ("software") is positively correlated with student academic performance. However, expenditures on school administration ("hardware") were negatively correlated with academic performance. These findings have strong implications for the structure of school spending and rural education.
- expenditure in school level,
- academic performance,
- hardware,
- software,
- rural

FullText(HTML)

References(16)

References

[1]	成玉青.(2015).浅谈目前农村教育的发展现状与问题.现代经济信息, (9), 457. doi: 10.3969/j.issn.1001-828X.2015.09.364
[2]	胡咏梅, 杜育红.(2009).中国西部农村小学教育生产函数的实证研究.教育研究, (7), 58-67. doi: 10.1016-j.jvir.2010.04.028/
[3]	李兴洲, 邢贞良.(2018).攻坚阶段我国教育扶贫的理论与实践创新.教育与经济, 34(1), 42-47. doi: 10.3969/j.issn.1003-4870.2018.01.010
[4]	刘航, 柳海民.(2018).教育精准扶贫:时代循迹、对象确认与主要对策.中国教育学刊, (07), 29-35. http://d.old.wanfangdata.com.cn/Periodical/bjjyyj201606012
[5]	孙志军, 刘泽云, 孙百才.(2009).家庭, 学校与儿童的学习成绩——基于甘肃省农村地区的研究.北京师范大学学报(社会科学版), (5), 103-115. doi: 10.3969/j.issn.1002-0209.2009.05.014
[6]	习近平.(2015).脱贫攻坚战冲锋号已经吹响全党全国咬定目标苦干实干.人民日报, 2015-11-29(001).
[7]	薛海平, 王东, 巫锡炜.(2014).课外补习对义务教育留守儿童学业成绩的影响研究.北京大学教育评论, 12(3), 50-62. doi: 10.3969/j.issn.1671-9468.2014.03.004
[8]	张晨.(2017).这5年, 中国教育交出辉煌答卷.中国教育报, 2017-10-18 (004).
[9]	朱之文.(2016).扎实推进教育脱贫, 着力阻断贫困代际传递.行政管理改革, (7), 4-10. doi: 10.3969/j.issn.1674-7453.2016.07.002
[10]	Angrist, J. D. & Lavy, V. (1999). Using Maimonides' rule to estimate the effect of class size on scholastic achievement. Quarterly Journal of Economics, 114(2), 533-575. doi: 10.1162/003355399556061
[11]	Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L.(1966).Equality of opportunity. Washington: U.S. Government Printing Office.
[12]	Dewey, J., Husted, T. A., & Kenny, L. W. (2000). The ineffectiveness of school inputs:A product of misspecification?. Economic of Education Review, (19), 27-45. http://www.sciencedirect.com/science/article/pii/S0272775799000151
[13]	Dang, H. (2007).The determinants and impact of private tutoring classes in Vietnam. Economics of Education Review, (26), 684-699. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=10.1177/096466399400300103
[14]	Fryer, Jr.R. G., & Levitt, S. D. (2004).Understanding the black-white test score gap in the first two years of school.Review of Economics and Statistics, 86(2), 447-464. doi: 10.1162/003465304323031049
[15]	Hanushek, E. A. (2003). The failure of input-based schooling policies. The Economic Journal, 113(485), F64-F98. doi: 10.1111/1468-0297.00099
[16]	Todd, P. E., & Wolpin, K. I.(2007).The production of cognitive achievement in children:Home, school, and racial test score gaps. Journal of Human capital, 1(1), 91-136. doi: 10.1086/526401