Published Jul 31, 2019

Pingping Zhang

Yongmei Hu  


Based on the data of a large scale survey conducted by Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University, this study examined the role of school in reducing education inequality. The results showed that schools concentrated with resilient students had higher mean socioeconomic status (SES) and SES heterogeneity, more education resources, higher teaching quality, and more positive school climate, and these factors also functioned as significant predictors of academic resilience. Provid-ing socioeconomically disadvantaged students with access to both high SES schools and enriched school resources can even the education ine-quality related to family background. In order to promote education equality, policymakers and education practitioners should take measures to reduce the degree of stratification and encourage student integration, promote equal distribution of high quality education resources among schools, enhance teachers’ ability to effectively use individualized, coop-erative and inquiry teaching methods, and build a supportive climate.



Socioeconomic Status, Disadvantaged Students, Resilient Students, Educational Outcome Equity

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How to Cite
Zhang, P., & Hu, Y. (2019). What Role Does School Play in Helping Socioeconomically Disadvantaged Students Succeed against the Odds?. Best Evidence in Chinese Education, 2(2), 243–263. https://doi.org/10.15354/bece.19.ar1051