Does Group-Based School Policy Improve Education Resource Allocation for Low-Performing Schools?

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Curriculum and Instruction at Multiple Policy Levels in the Era of the Every Student Succeeds Act

Abstract

Since 2000, China has begun to expand the quality resources of compulsory education in the region through group-based policy to promote inter-school balance. Taking district D in Beijing as an example, using the DID and DDD model, the group-based school policy can reduce the difference in in basic configuration of teachers between low-performing and high-quality schools, but the effect is not significant in narrowing the difference between high-quality teacher resources and hardware resources. The nine-year consistent pilot program in the group form is the most effective. It should pay attention to institutional norms, regulate the distribution of power through the form of contracts, and use policies and laws as a guarantee for the allocation of resources for educational groups.

Author

• Lingling Du, Peking University Health Science Center