China's "Double Reduction" Policy in Compulsory Education: Short-Term Implications for Parental Involvement and Child Development

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Insights From Large-Scale Curriculum Reforms: Opportunities and Challenges in Current Policy to Support Student Learning and Development (Table 2)

Abstract

China’s “Double Reduction” Policy (implemented in September 2021) stipulating reduction in homework and off-campus training for students in Grades 1-9 has been doubted regarding whether parents and schools would follow through to realize its aims of protecting children’s well-being and preventing widening social inequalities. This research tested such questions empirically. Fourth graders (N=242, 139 girls) and their mothers (N=291) completed a survey before and after the implementation of the Policy. Across these two times, mothers reported decreased involvement in children’s learning, increased involvement in children’s non-learning life domains (e.g., family chat and recreation), and improved quality of their homework involvement and interactions with children around learning and generally; these changes predicted children’s enhanced home-related and overall motivational and emotional functioning.

Authors

• Zeyi SHI, Northwestern University
  Presenting Author

• Qian WANG, The Chinese University of Hong Kong
  Non-Presenting Author