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

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

Published Nov 30, 2021

Ran Sun

Ping Du  

Abstract

Based on the baseline data of the China Education Panel Survey, this paper explored the relationship between teacher training and academic performance in urban and rural samples respectively and the impact of teacher training on the urban-rural gap of students' academic performance. The results showed that: firstly, there was a significant urban-rural gap in academic performance, and the gap in high quantiles and language subjects were even larger. Secondly, the results of unconditional quantile regression showed that teacher training could improve the performance of urban students with different academic levels and rural students with intermediate or above academic levels, but it cannot improve the performance of rural students with lower academic levels. In addition, the overall effect of teacher training in urban areas is significantly higher than that in rural areas. Thirdly, different quantiles of Oaxaca-Blinder decomposition found that the endowment effect and the coefficient effect of teacher training were the important causes of the urban-rural performance gap, but the relative sizes of the two were different according to the different grades and different quantiles of performance distribution. Therefore, to increase the training opportunities and improve the training quality of rural teachers as well as enhance the resource conversion rate of rural students are of great practical significance for narrowing the urban-rural performance gap.

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

Keywords

Teacher Training, Urban-Rural Gap, Unconditional Quantile Regression, Oaxaca-Blinder Decomposition

References
Angrist, J.D., & Lavy, V. (2001). Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools. Journal of Labor Economics, 19(2):343-369. DOI: https://doi.org/10.1086/319564

Blinder, A.S. (1973). Wage discrimination: reduced form and structural estimates. Journal of Human Resources, 8(4):436-455. DOI: https://doi.org/10.2307/144855

Chen, B.L. (2008). Path dependence in education acquisition. Peking University Education Review, 2008(4): 93-106. DOI: https://doi.org/10.3969/j.issn.1671-9468.2008.04.009

Chen, X.M.. & Wang Z.M. (2013). A survey of teacher training in compulsory education: status quo, problems and suggestions. Open Education Research, 19 (4):11-19. DOI: https://doi.org/CNKI:SUN:JFJJ.0.2013-04-004

Firpo, S., Fortin, N.M.. & Lemieux, T. (2009) Unconditional quantile regressions. Econometrics, 77(3):953-973. DOI: https://doi.org/10.3982/ECTA6822

Jacob, B.A.. & Lefgren, L. (2004). The impact of teacher training on student achievement: quasi-experimental evidence from school reform efforts in Chicago. The Journal of Human Resources, 39(1):50-79. DOI: https://doi.org/10.2307/3559005

Jiang, Q.C. (2017). Family background, school quality and differences in cognitive skills between urban and rural adolescents. Education and Economy, 2017(6):21-30. DOI: https://doi.org/10.3969/j.issn.1003-4870.2017.06.003

Liu, J., Ma, Y.R.. & Kang, H.H. (2020). A meta-analysis study on the effect of teacher coaching post-service training. Educational Development Research, 40(8):71-77. DOI: https://doi.org/10.3969/j.issn.1008-3855.2020.08.013

Lounkaew, K. (2013). Explaining urban-rural differences in educational achievement in Thailand: evidence from PISA literacy data. Economics of Education Review, 37(6):213-225. DOI: https://doi.org/10.1016/j.econedurev.2013.09.003

Loyalka, P., Popova, A., Li, G.. & Shi, Z.L. (2019). Does teacher training actually work? Evidence from a large-scale randomized evaluation of a national teacher training program. American Economic Journal: Applied Economics, 11 ( 3):128-154. DOI: https://doi.org/10.1257/app.20170226

Ministry of Education of China. (2019, March 26). Introduction of the supervision and evaluation of the balanced development of compulsory education nationwide in 2018 [EB/OL]. [2021-03-13]. Retrieved from http://www.moe.gov.cn/fbh/live/2019/50415/twwd/201903/t20190 326_375413.html

Oaxaca, R.L. (1973). Male- female wage differentials in urban labor markets. International Economic Review, 14(3):693-709. DOI: https://doi.org/10.2307/2525981

Pang, L.J., Jin, Z.F., Yang, X.M. & Wang, H.L. (2020). Improving the construction of the teaching staff to help rural revitalization strategies-institutional thinking and policy recommendations. Journal of Beijing Normal University (Social Science Edition), 2020(6):5-14. DOI: http://wkxb.bnu.edu.cn/CN/Y2020/V0/I6/5

Peng, B. (2014). Research on the academic gap between urban and rural students in compulsory education: Based on the perspective of educational equity. Journal of Educational Science of Hunan Normal University, 13(5):73-79.

Qi. X., & Zheng, L. (2019). An empirical study on the urban-rural academic gap and its influencing factors. Chinese Journal of Education, 2019(3):36-39.

Qing, S.L. (2009). Analysis of the status quo of learning styles of primary and middle school students. Educational Science Research, 2009(10):52-55. DOI: https://doi.org/CNKI:SUN:JYKY.0.2009-10-017

Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: results of randomized field trial. The Journal of Educational Research, 101(1):50-60. DOI: https://doi.org/10.3200/JOER.101.1.50-60

Wang, L., Li, M.J., Abbey, C., & Scott, R. (2018). Human capital and the middle trap: how many of China’s youth are going to high school? The Developing Economics, 56(2):82-103. DOI: https://doi.org/10.1111/deve.12165

Wu, Z.H., & Qin, Y.Y. (2020). China Rural Education Development Report 2019[M]. Beijing: Beijing Normal University Press: 279.

Zhang, L. (2019). Research on the urban-rural difference in academic achievement: An empirical analysis based on the Growth Tracking Survey of Capital University. Fudan Education Forum, 17(1): 61-67. DOI: https://doi.org/10.13397/j.cnki.fef.2019.01.011

Zhang, L.X., Lai, F., & Pang, X.P. (2013). The impact of teacher training on teacher and student outcomes: evidence from a randomized experiment in Beijing migrant schools. Journal of Development Effectiveness, 5(3):339-358.

Zhao, X., & Xie, X.R. (2019). The progress and trend of rural teacher training research in the 40 years of reform and opening up. Educational Research and Experiment, 2019(1):61-67. DOI: https://doi.org/CNKI:SUN:YJSY.0.2019-01-009

Zheng, X.T., Sun, Z.Y., & Lu, X.H. (2019). Why does the theory of “reading uselessness” return to the countryside? An explanation of the change in the rate of return to education for individuals of different backgrounds. Labor Economic Research, 7(5):53-77. DOI: https://doi.org/CNKI:SUN:LDJJ.0.2019-05-003

Zhou, Y., & Yang, T.C. (2019). Rural teacher training and student performance from the perspective of targeted poverty alleviation through education. Educational Research and Experiment, 2019(2): 53-58. DOI: https://doi.org/CNKI:SUN:YJSY.0.2019-02-009

Zhu, D.Q., Li, P., & Song, N.Q. (2017) Report on the Balanced Development of Compulsory Education in China: Based on Evidence from the Third-Party Evaluation of the “Education Planning Outline”. Journal of East China Normal University (Education Science Edition), 35(1):63-77. DOI: http://dx.doi.org/10.16382/j.cnki.1000-5560.2017.01.007

Zong, X.H., Yang, S.H., & Qin, Y.Y. (2018). Pursuing fair and quality education: Influencing factors and balancing strategies of the quality gap of urban and rural compulsory education in the new era. Educational Research of Tsinghua University, 39(6):47-57. DOI: https://doi.org/10.14138/j.1001-4519.2018.06.004711
How to Cite
Sun, R., & Du, P. (2021). Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data. Best Evidence in Chinese Education, 9(2), 1243–1261. https://doi.org/10.15354/bece.21.ar036
Section
Article