A Review of Empirical Studies of the Effects of Double Reduction Policy
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Published
Apr 30, 2025
Abstract
The Double Reduction policy represents a significant educational reform endeavor of the Chinese government to alleviate the overly heavy burdens of homework and off-campus training for compulsory education students. Using the method of literature review, this study surveys the existing empirical research on the effects of the policy on the students, parents, and teachers to find that it has a positive effect on student all-round development by reducing their academic burdens, whereas it also faces challenges, such as less ideal after-school services, persistent education anxiety in the parents, and increased workloads for the teachers. The study proposes recommendations for improving the policy’s implementation, including enhancing the digital educational resources, strengthening home education guidance, and bolstering teachers’ well-being via multi-agency efforts.
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Keywords
Double Reduction Policy, Policy Outcomes, Literature Review
Supporting Agencies
No funding source declared.
References
Bian, Y. & Zhang, X. (2022). The provision of home education guidance under the Double Reduction policy. China Educational Technology, 2022(5), 8-12+34. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAZ3_Ev7JOi7qPhBGkEFjnOPW194E23AZFrdhm9yDdMDc_DEIlH9dIzM6slHYeiuWF18eW-DZY412H-wrGbP_iKmgEuKuCrHtRwCRH2xsCoNfgj_d2X3uxCFNfh0ar263V44zwmk-hnQgNLtJYXug0qOmZt6NynCXNpm4UpTdEfKw==&uniplatform=NZKPT&language=CHS
Cheng, Q. (2018). Prohibiting the exhibition of the rankings of students’ exam results to maintain the dignity of education. Educators, 2018(4), 20. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCCub8B_dFQeEigAaQXDAZGdflthbFJgRNVpBjpymPyH_t8Mi83TwU0QOglaOt3BB43CqgD8nwqPX6KMlydUEjaAnn_MA2MGL99h2SmynMUtWKrusKtFlq3_2GouEx7CD99iWqsfuYpVfaAsBP1p_Jt08iURAwd53LsBpR5OE-p3Dg==&uniplatform=NZKPT&language=CHS
Ding, Q. (2021). “5+2” after-school services in primary schools under the Double Reduction policy (master’s thesis). Tianjin Normal University. Available at: https://link.cnki.net/doi/10.27363/d.cnki.gtsfu.2021.000743
Fu, W. & Zhang, S. (2023). The role of after-school services in supporting students’ physical and mental health development under the Double Reduction policy: An empirical study of 30 counties (districts) in six provinces in eastern, central, and western China. Educational Science Research, 2023(1), 14-21. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAHP10JdvPKsgY4ME2WPp8LBYA_aKOgEmV_LBLO10hKDDX3SVA9XJUXOOObaL8tBohKZZnvmGYSAgtsijRWlORHzlbzjvSW4OZCpDSCkAuXVAKZDgvYii5iafnLs4YxR8N3gn_pYsp19dKatYinelnwAxzSJlAv-6p4iPSoWCOdng==&uniplatform=NZKPT&language=CHS
Gong, L. (2022). The Implementation of After-school Services in Primary Schools in Shanghai under the Double Reduction Policy (master’s thesis). Shanghai Normal University. Available at: https://link.cnki.net/doi/10.27312/d.cnki.gshsu.2022.001281
Jia, W., Qu, C., & Cai, Q. (2023). Does parental homework anxiety remain under the Double Reduction policy? An empirical study of 1648 parents in nine districts of C city based on grounded theory. China Educational Technology, 2023(5), 95-104. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAf9geBtE35mLVoYA4P8Jjh6qyGeOe5BObIkeTJOfolbX9VCPk4a2E5K9pHHstlIxXtNJ8WCZ63js9sAhxY-cfXW2LSEXsKq1vkaTd38scfjQY_oTyjNeS9hWLwS4fdALRbTUulNGKH-fkASS5KXiH4kDYLr3F8arPWoETyn2C9aw==&uniplatform=NZKPT&language=CHS
Jin, M. (2022). An Empirical Study on How to Ease the Burden and Enhance the Effects of Homework in Primary Mathematics Education under the Double Reduction Policy (master’s thesis). Xi’an Foreign Studies University. Available at: https://link.cnki.net/doi/10.27815/d.cnki.gxawd.2022.000491
Ke, Q., Bao, T., & Lin, J. (2022). The supply of digital education resources and service innovation under the Double Reduction policy. China Educational Technology, 2022(1), 17-23. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCA-OE_58bUlTOUw--KBIQlLAUnvDqvLT66VDlfBxsj2t0braUxCilAmndxygyqDjF3Sg1CkNTj5mpWTWcgg3syCKKy7YCUagUwifedw17hbr6qpgu_S3a_6LLDd-IISqdC11E9r4__3sqv2dms5SIjmTjqJNUl04oV4Jl3sFH1dug==&uniplatform=NZKPT&language=CHS
Lin, L., Le, N., Chen, K., Zhang, J., Chen, W., & Wen, S. (2022). Digital technology-powered implementation of the Double Reduction policy: Practical exploration of digital processes of homework completion. China Educational Technology, 2022(4), 34-39. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCC1Y4IHVOLvPiCdNks5hE-XegbU9qcEj-8n_0OnPlSAf0zPNm9NqZ5RIOxWvPaxdjYJgo6t3_pyZhada7q0XBon0Nd1cPTzRKWytOZl70KnDwsM6kiZaROFHHqJNfAzPx40AJ2xNJL5gragHYKCMiOG3hFACRQ-_hrWhTAFM5BlPw==&uniplatform=NZKPT&language=CHS
Liu, A. & Gao, Y. (2024). Perceptions of the Double Reduction policy in parents of primary school students and Influencing Factors: An empirical study of R City, Zhejiang Province. Journal of Jianghan University (Social Sciences Edition), 41(5), 106-118. DOI: https://doi.org/10.16387/j.cnki.42-1867/c.2024.04.011.
Liu, J. (2023). Can the Double Reduction program eliminate the demand for subject-based off-campus training services? An empirical study based on the bounded rationality theory. Journal of East China Normal University (Education Science Edition), 41(9), 71-84. DOI: https://doi.org/10.16382/j.cnki.1000-5560.2023.09.005.
Liu, J. & Zhao, F. (2022). The work of primary and secondary school homeroom teachers under the Double Reduction policy: An analysis based on a questionnaire survey of 16166 homeroom teachers nationwide. Educational Science Research, 2022(8), 44-52+63. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAt91f1QPEHy83u91oV1BEMY3Uobzq6PEbt0X6i5H38xCxAypfSOevwT6rYW3pZxOrqZe8oTbEEWexvGj41fOCi6u1ZeuGxXW_Pw9RQc0gRPeq5rOxnzChm_lrCknlY2Wakf3fWzDYkLoqFPxJkIJMPqzbSJkXN3D1IkmDW1JscJQ==&uniplatform=NZKPT&language=CHS
Liu, Y. (2024). The Implementation of After-School Services in Urban Secondary Schools under the Double Reduction policy (master’s thesis). Hubei University. Available at: https://link.cnki.net/doi/10.27130/d.cnki.ghubu.2024.002476
Liu, Z. (2023). The Implementation of After-school Services in Primary Schools under the Double Reduction policy (master’s thesis). Jiangsu University. Available at: https://link.cnki.net/doi/10.27170/d.cnki.gjsuu.2023.002478
Long, B., Yang, J., & Cai, W. (2021). Causes of excessive burdens to primary and secondary teachers and the ways to alleviate them: An analysis of the lists of burdens to be reduced for teachers in 27 provinces across China. Contemporary Education Sciences, 2021(5), 62-71. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCDEo5pZgH1JiSBfYR7bslYQKFYusTwamSizd7dRM_8zM-ydft0mOEMAB3hTc8CFWtHpxqFBI_DQ84pEyF8SdW2d0n6SIpEXH7D_Ywae8oAM0I5nZ-_qnvsUFef6la5SziHaBe-9l1dqfFnCK57l4Ffqr8pv4QZNftRjS8cfYp2Y6g==&uniplatform=NZKPT&language=CHS
Ma, K. & Yang, C. (2015). Academic burden reduction: Connotations and perspectives. Contemporary Education Sciences, 2015(14), 50-53. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCA3GRTfqegXjucVNOarvsBqggECJNSgigA8ZQkHv0XhPj8KHrU4KViI7f0ipNF3Rq3IdRxhUGwvWifN3-SOs1n61Xom_yGeOrZxhVsmIOruP7ZX7hCwgfnCXWEGG2Zg5gR2LbSJzxobbIQ9Vpf1_UIAxD231quBOJBjr3Jco1pCUA==&uniplatform=NZKPT&language=CHS
Ning, B. & Yang, L. (2022). The outcome of the homework reduction policy for primary and secondary school students and its coordination mechanism: An analysis based on a survey of 137 cities in 30 provincial administrative regions across China. China Educational Technology, 2022(1), 9-16+23. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCA8vRM2ReFbskIsegKjDXK2dc1m3wpBQd5-ShK4Jz0cLaL8SR5Nif0b7MxVSiDfEagooXbaLDzFfzG3Lsr_qT-4CZfp9o8FkaM0otZxjAj8eql7797FjNdm6fRCQVRrdJhXIN2lR91347SnZUQj7n0Vz81zZg6-qvZWgj5PnrkXkA==&uniplatform=NZKPT&language=CHS
Pang, X., Xue, H., & Xiao, F. (2025). The impact of the Double Reduction policy on student participation in off-campus training and family education expenditure. Journal of East China Normal University (Education Science Edition), 43(1), 17-36. DOI: https://doi.org/10.16382/j.cnki.1000-5560.2025.01.002.
Shi, D., Li, L., Zhao, S., & Chu, L. (2022). After-school services in primary schools under the Double Reduction policy: Current state, problems, and coping measures: A study based on a survey of nine counties and one district in H City, Yunnan Province. China Educational Technology, 2022(11), 17-22+31. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCC-9VSrTllFzVNuhhWy4e2XABhEleTyQS3h6hjEhmNR8-xU_tlR0TZCMqkKrujumduWreR-QTx1Ssm0Ca0ylNpFuaVWNAKgFsmMwUmpAO05dMr9XM7dQX3Z-HJnu68A55hisdCFq-CdEXjE7lxcAy4bZZ1Y5Y7TDVilGsrdLYly4g==&uniplatform=NZKPT&language=CHS
State Council of China. (2021). Opinions on Further Reducing the Burden of Homework and Off-Campus Training on Compulsory Education Students. Gazette of the State Council of China, 2021(22), 14-19. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCBP391Nx_Ex5gzOsDedK8tlTKJGW08dLuJbir9L-XppTtaUkDqXgVrrqrY8eldMcrwmmOwf7vUSGjpHBCNeFtQT_5HfPBzn6DsGBuBzM7Keub1Ltu8xSr7GBbzktkxbCQcDGmQjdyYZ5JHaJYzyeGQREXjR1Cf2BKsiBsWFMaAqSQ==&uniplatform=NZKPT&language=CHS
Wang, J. & Chen, L. (2024). An empirical study of the evaluation of the quality of after-school services in primary and secondary schools under the Double Reduction policy: A case study of N City, Sichuan Province. Contemporary Teaching and Research, 10(10), 76-82. DOI: https://doi.org/10.3969/j.issn.2095-6517.2024.10.018
Yin, M. (2023). An empirical study of the impact of after-school sports on the physical fitness of junior secondary school students under the Double Reduction policy. Tao Xingzhi Journal, 2023(1), 45-49. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAi7Bzq19w7IomzNaCjI97RIx7_S-nDXTTvLWolK0g-BDvul8sExnj6V2Hjcny9OIWN2TgowH4vdfrvU_pI2S1h1OrPagwrXyDyGaSlJ0AhLJbLhijhBaGs6bD9ylm7EGSHLT8Hbx1DUMx4I7KCljmsEXkntmZnYcte7XDNEUAuhA==&uniplatform=NZKPT&language=CHS
Yu, C. & Yang, L. (2022). Teachers’ work burdens under the Double Reduction policy. Forum on Contemporary Education, 2022(1), 87-96. DOI: https://doi.org/10.13694/j.cnki.ddjylt.20211105.001.
Yu, Y, & Yao, Z. (2022). Parental educational anxiety and the paths to its alleviation in the context of the Double Reduction policy. Journal of Xinjiang Normal University (Philosophy and Social Sciences Edition), 43(4), 39-49+2. DOI: https://doi.org/10.14100/j.cnki.65-1039/g4.20220215.001.
Zheng, L. (2024). The Effects of the Double Reduction Policy and Optimization Measures (master’s thesis). Central China Normal University. Available at: https://link.cnki.net/doi/10.27159/d.cnki.ghzsu.2024.001282
Zhou, C., Zhu, J., Tao, A., & Liao, D. (2024). Work burdens of primary and secondary teachers in county regions in the context of the Double Reduction policy: An empirical study based on a survey of six schools in S County. Journal of Jilin Provincial Institute of Education, 40(3), 166-175. DOI: https://doi.org/10.16083/j.cnki.1671-1580.2024.03.026.
Zhou, H. & Qi, Y. (2022). The implementation of the Double Reduction policy: Focuses, difficulties, and suggestions. Journal of Xinjiang Normal University (Philosophy and Social Sciences Edition), 43(1), 69-78. DOI: https://doi.org/10.14100/j.cnki.65-1039/g4.20211022.001.
Cheng, Q. (2018). Prohibiting the exhibition of the rankings of students’ exam results to maintain the dignity of education. Educators, 2018(4), 20. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCCub8B_dFQeEigAaQXDAZGdflthbFJgRNVpBjpymPyH_t8Mi83TwU0QOglaOt3BB43CqgD8nwqPX6KMlydUEjaAnn_MA2MGL99h2SmynMUtWKrusKtFlq3_2GouEx7CD99iWqsfuYpVfaAsBP1p_Jt08iURAwd53LsBpR5OE-p3Dg==&uniplatform=NZKPT&language=CHS
Ding, Q. (2021). “5+2” after-school services in primary schools under the Double Reduction policy (master’s thesis). Tianjin Normal University. Available at: https://link.cnki.net/doi/10.27363/d.cnki.gtsfu.2021.000743
Fu, W. & Zhang, S. (2023). The role of after-school services in supporting students’ physical and mental health development under the Double Reduction policy: An empirical study of 30 counties (districts) in six provinces in eastern, central, and western China. Educational Science Research, 2023(1), 14-21. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAHP10JdvPKsgY4ME2WPp8LBYA_aKOgEmV_LBLO10hKDDX3SVA9XJUXOOObaL8tBohKZZnvmGYSAgtsijRWlORHzlbzjvSW4OZCpDSCkAuXVAKZDgvYii5iafnLs4YxR8N3gn_pYsp19dKatYinelnwAxzSJlAv-6p4iPSoWCOdng==&uniplatform=NZKPT&language=CHS
Gong, L. (2022). The Implementation of After-school Services in Primary Schools in Shanghai under the Double Reduction Policy (master’s thesis). Shanghai Normal University. Available at: https://link.cnki.net/doi/10.27312/d.cnki.gshsu.2022.001281
Jia, W., Qu, C., & Cai, Q. (2023). Does parental homework anxiety remain under the Double Reduction policy? An empirical study of 1648 parents in nine districts of C city based on grounded theory. China Educational Technology, 2023(5), 95-104. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAf9geBtE35mLVoYA4P8Jjh6qyGeOe5BObIkeTJOfolbX9VCPk4a2E5K9pHHstlIxXtNJ8WCZ63js9sAhxY-cfXW2LSEXsKq1vkaTd38scfjQY_oTyjNeS9hWLwS4fdALRbTUulNGKH-fkASS5KXiH4kDYLr3F8arPWoETyn2C9aw==&uniplatform=NZKPT&language=CHS
Jin, M. (2022). An Empirical Study on How to Ease the Burden and Enhance the Effects of Homework in Primary Mathematics Education under the Double Reduction Policy (master’s thesis). Xi’an Foreign Studies University. Available at: https://link.cnki.net/doi/10.27815/d.cnki.gxawd.2022.000491
Ke, Q., Bao, T., & Lin, J. (2022). The supply of digital education resources and service innovation under the Double Reduction policy. China Educational Technology, 2022(1), 17-23. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCA-OE_58bUlTOUw--KBIQlLAUnvDqvLT66VDlfBxsj2t0braUxCilAmndxygyqDjF3Sg1CkNTj5mpWTWcgg3syCKKy7YCUagUwifedw17hbr6qpgu_S3a_6LLDd-IISqdC11E9r4__3sqv2dms5SIjmTjqJNUl04oV4Jl3sFH1dug==&uniplatform=NZKPT&language=CHS
Lin, L., Le, N., Chen, K., Zhang, J., Chen, W., & Wen, S. (2022). Digital technology-powered implementation of the Double Reduction policy: Practical exploration of digital processes of homework completion. China Educational Technology, 2022(4), 34-39. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCC1Y4IHVOLvPiCdNks5hE-XegbU9qcEj-8n_0OnPlSAf0zPNm9NqZ5RIOxWvPaxdjYJgo6t3_pyZhada7q0XBon0Nd1cPTzRKWytOZl70KnDwsM6kiZaROFHHqJNfAzPx40AJ2xNJL5gragHYKCMiOG3hFACRQ-_hrWhTAFM5BlPw==&uniplatform=NZKPT&language=CHS
Liu, A. & Gao, Y. (2024). Perceptions of the Double Reduction policy in parents of primary school students and Influencing Factors: An empirical study of R City, Zhejiang Province. Journal of Jianghan University (Social Sciences Edition), 41(5), 106-118. DOI: https://doi.org/10.16387/j.cnki.42-1867/c.2024.04.011.
Liu, J. (2023). Can the Double Reduction program eliminate the demand for subject-based off-campus training services? An empirical study based on the bounded rationality theory. Journal of East China Normal University (Education Science Edition), 41(9), 71-84. DOI: https://doi.org/10.16382/j.cnki.1000-5560.2023.09.005.
Liu, J. & Zhao, F. (2022). The work of primary and secondary school homeroom teachers under the Double Reduction policy: An analysis based on a questionnaire survey of 16166 homeroom teachers nationwide. Educational Science Research, 2022(8), 44-52+63. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAt91f1QPEHy83u91oV1BEMY3Uobzq6PEbt0X6i5H38xCxAypfSOevwT6rYW3pZxOrqZe8oTbEEWexvGj41fOCi6u1ZeuGxXW_Pw9RQc0gRPeq5rOxnzChm_lrCknlY2Wakf3fWzDYkLoqFPxJkIJMPqzbSJkXN3D1IkmDW1JscJQ==&uniplatform=NZKPT&language=CHS
Liu, Y. (2024). The Implementation of After-School Services in Urban Secondary Schools under the Double Reduction policy (master’s thesis). Hubei University. Available at: https://link.cnki.net/doi/10.27130/d.cnki.ghubu.2024.002476
Liu, Z. (2023). The Implementation of After-school Services in Primary Schools under the Double Reduction policy (master’s thesis). Jiangsu University. Available at: https://link.cnki.net/doi/10.27170/d.cnki.gjsuu.2023.002478
Long, B., Yang, J., & Cai, W. (2021). Causes of excessive burdens to primary and secondary teachers and the ways to alleviate them: An analysis of the lists of burdens to be reduced for teachers in 27 provinces across China. Contemporary Education Sciences, 2021(5), 62-71. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCDEo5pZgH1JiSBfYR7bslYQKFYusTwamSizd7dRM_8zM-ydft0mOEMAB3hTc8CFWtHpxqFBI_DQ84pEyF8SdW2d0n6SIpEXH7D_Ywae8oAM0I5nZ-_qnvsUFef6la5SziHaBe-9l1dqfFnCK57l4Ffqr8pv4QZNftRjS8cfYp2Y6g==&uniplatform=NZKPT&language=CHS
Ma, K. & Yang, C. (2015). Academic burden reduction: Connotations and perspectives. Contemporary Education Sciences, 2015(14), 50-53. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCA3GRTfqegXjucVNOarvsBqggECJNSgigA8ZQkHv0XhPj8KHrU4KViI7f0ipNF3Rq3IdRxhUGwvWifN3-SOs1n61Xom_yGeOrZxhVsmIOruP7ZX7hCwgfnCXWEGG2Zg5gR2LbSJzxobbIQ9Vpf1_UIAxD231quBOJBjr3Jco1pCUA==&uniplatform=NZKPT&language=CHS
Ning, B. & Yang, L. (2022). The outcome of the homework reduction policy for primary and secondary school students and its coordination mechanism: An analysis based on a survey of 137 cities in 30 provincial administrative regions across China. China Educational Technology, 2022(1), 9-16+23. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCA8vRM2ReFbskIsegKjDXK2dc1m3wpBQd5-ShK4Jz0cLaL8SR5Nif0b7MxVSiDfEagooXbaLDzFfzG3Lsr_qT-4CZfp9o8FkaM0otZxjAj8eql7797FjNdm6fRCQVRrdJhXIN2lR91347SnZUQj7n0Vz81zZg6-qvZWgj5PnrkXkA==&uniplatform=NZKPT&language=CHS
Pang, X., Xue, H., & Xiao, F. (2025). The impact of the Double Reduction policy on student participation in off-campus training and family education expenditure. Journal of East China Normal University (Education Science Edition), 43(1), 17-36. DOI: https://doi.org/10.16382/j.cnki.1000-5560.2025.01.002.
Shi, D., Li, L., Zhao, S., & Chu, L. (2022). After-school services in primary schools under the Double Reduction policy: Current state, problems, and coping measures: A study based on a survey of nine counties and one district in H City, Yunnan Province. China Educational Technology, 2022(11), 17-22+31. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCC-9VSrTllFzVNuhhWy4e2XABhEleTyQS3h6hjEhmNR8-xU_tlR0TZCMqkKrujumduWreR-QTx1Ssm0Ca0ylNpFuaVWNAKgFsmMwUmpAO05dMr9XM7dQX3Z-HJnu68A55hisdCFq-CdEXjE7lxcAy4bZZ1Y5Y7TDVilGsrdLYly4g==&uniplatform=NZKPT&language=CHS
State Council of China. (2021). Opinions on Further Reducing the Burden of Homework and Off-Campus Training on Compulsory Education Students. Gazette of the State Council of China, 2021(22), 14-19. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCBP391Nx_Ex5gzOsDedK8tlTKJGW08dLuJbir9L-XppTtaUkDqXgVrrqrY8eldMcrwmmOwf7vUSGjpHBCNeFtQT_5HfPBzn6DsGBuBzM7Keub1Ltu8xSr7GBbzktkxbCQcDGmQjdyYZ5JHaJYzyeGQREXjR1Cf2BKsiBsWFMaAqSQ==&uniplatform=NZKPT&language=CHS
Wang, J. & Chen, L. (2024). An empirical study of the evaluation of the quality of after-school services in primary and secondary schools under the Double Reduction policy: A case study of N City, Sichuan Province. Contemporary Teaching and Research, 10(10), 76-82. DOI: https://doi.org/10.3969/j.issn.2095-6517.2024.10.018
Yin, M. (2023). An empirical study of the impact of after-school sports on the physical fitness of junior secondary school students under the Double Reduction policy. Tao Xingzhi Journal, 2023(1), 45-49. Available at: https://kns.cnki.net/kcms2/article/abstract?v=uXGtp3S0eCAi7Bzq19w7IomzNaCjI97RIx7_S-nDXTTvLWolK0g-BDvul8sExnj6V2Hjcny9OIWN2TgowH4vdfrvU_pI2S1h1OrPagwrXyDyGaSlJ0AhLJbLhijhBaGs6bD9ylm7EGSHLT8Hbx1DUMx4I7KCljmsEXkntmZnYcte7XDNEUAuhA==&uniplatform=NZKPT&language=CHS
Yu, C. & Yang, L. (2022). Teachers’ work burdens under the Double Reduction policy. Forum on Contemporary Education, 2022(1), 87-96. DOI: https://doi.org/10.13694/j.cnki.ddjylt.20211105.001.
Yu, Y, & Yao, Z. (2022). Parental educational anxiety and the paths to its alleviation in the context of the Double Reduction policy. Journal of Xinjiang Normal University (Philosophy and Social Sciences Edition), 43(4), 39-49+2. DOI: https://doi.org/10.14100/j.cnki.65-1039/g4.20220215.001.
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How to Cite
Zeng, Y. (2025). A Review of Empirical Studies of the Effects of Double Reduction Policy. Science Insights Education Frontiers, 27(2), 4517–4531. https://doi.org/10.15354/sief.25.re496
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Review
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