Are Opportunities to Equalize Elite High Schools Discriminatory? Evidence from a Quasi-Experimental Design

Autor/inn/en	Liu, Xinya; Qin, Fei; Zhou, Xuehan; Hu, Xuan; Zhang, Yu
Titel	Are Opportunities to Equalize Elite High Schools Discriminatory? Evidence from a Quasi-Experimental Design
Quelle	In: Asia Pacific Education Review, 21 (2020) 3, S.351-364 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-020-09628-y
Schlagwörter	Equal Education; Selective Admission; Longitudinal Studies; Comparative Analysis; High Achievement; Admission Criteria; Social Discrimination; Educational Policy; High School Students; Middle School Students; Academic Achievement; Policy Analysis; Foreign Countries; China + Suchen Sie Ihr Suchwort? Bildungsselektion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Soziale Benachteiligung; Soziale Schließung; Politics of education; Bildungspolitik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schulleistung; Politikfeldanalyse; Ausland
Abstract	While education equality is considered crucial for broader social equality, policies that aim to equalize educational resources are sometimes suspected of discriminating against high achievers. Such potential discrimination should be examined empirically to provide robust evidence for policymakers and the broader public. Using a quasi-experimental design and longitudinal dataset, this paper reports on research which has investigated potential discrimination arising from China's high school quota admission policy, which is considered a successful initiative for distributing high achievers across middle schools in ways that equalize achievement, and hence improves overall quality. The results presented in this paper indicate there is basically no such discrimination after controlling for self-selection bias. The paper also reveals the broader value of evaluating potential discrimination as part of similar forms of education development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01