##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published May 31, 2019

Lili Li  

Hongyu Guan

Scott Rozelle

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) are 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.

##plugins.themes.bootstrap3.article.details##

Keywords

Expenditure in School Level, Academic Performance, Hardware, Software, Rural

Supporting Agencies

Higher Education Discipline Innovation and Enlightenment Program (No. B16031); Outstanding Doctoral Dissertation Supported Project of Shaanxi Normal University (No. X2015YB08).

References
Cheng, Y. (2015). Analysis of the current development status and problems of rural education. Modern Econ Information, 9:457. [Chinese]

Hu, Y., Du, Y. (2009). Empirical research on the educational production function of rural primary schools in western China. Edu Res, 7:58-67. [Chinese]

Li, X., Xing, Z. (2018). Research on the educational poverty alleviation theory and practice of China in its crucial stage. Edu Econ 34(1):42-47. [Chinese]

Liu, H., Liu, H. (2018).Education precision poverty alleviation: Time tracking, object confirmation and main countermeasures. Chin Edu J, 7:29-35. [Chinese]

Sun, Z., Liu, Z., Sun, B. (2009). Families, schools, and children’s school achievement: A study based on rural regions in China Gansu Province. J Beijing Normal Univ (Soc Sci Ed), 5:103-115. [Chinese]

Xi, J. (2015). The fight against poverty and the tough battle has already sounded. The whole party and the country are determined to work hard. People’s Daily, November 29th, 2015 (001). [Chinese]

Xue, H., Wang, D., Wu, X. (2014). The impact of private tutoring on left-behind students’ academic achievements in Chinese compulsory education. Peking Univ Edu Rev, 12(3):50-62. [Chinese]

Zhang, C. (2017). In the past 5 years, Chinese education has delivered brilliant answers. China Education News, October 18th, 2017 (004). [Chinese]

Zhu, Z. (2016) .Solidly promote education out of poverty, and focus on blocking the intergenerational transmission of poverty. Admin Manag Reform, 7:4-10. [Chinese]

Angrist, J.D., Lavy, V. (1999). Using Maimonides’ rule to estimate the effect of class size on scholastic achievement. Quarterly J Eco, 114(2):533-575.

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.

Dewey, J., Husted, T.A., Kenny, L.W. (2000). The ineffectiveness of school inputs: A product of misspecification? Eco Edu Rev, 19:27-45.

Dang, H. (2007). The determinants and impact of private tutoring classes in Vietnam. Eco Edu Rev, 26:684-699.

Fryer, Jr. R.G., Levitt, S.D. (2004). Understanding the black- white test score gap in the first two years of school. Rev Eco Stat, 86(2): 447-464.

Hanushek, E.A. (2003). The failure of input- based schooling policies. Eco J, 113(485):F64-F98.

Todd, P.E., Wolpin, K.I. (2007). The production of cognitive achievement in children: Home, school, and racial test score gaps. J Human Capital, 1(1):91-136.
How to Cite
Li, L., Guan, H., & Rozelle, S. (2019). The Correlation of Expenditure on School Level and Students’ Academic Performance: Based on the Empirical Study in Western Poor Rural China. Best Evidence in Chinese Education, 2(1), 145-155. https://doi.org/10.15354/bece.19.ar1031
Section
Article