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Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data

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Title: Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data
Language: English
Authors: Sun, Ran, Du, Ping
Source: Best Evidence in Chinese Education. 2021 9(2):1243-1261.
Availability: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_bece@bonoi.org; Web site: http://bonoi.org/index.php/bece
Peer Reviewed: Y
Page Count: 19
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Grade 9
High Schools
Descriptors: Foreign Countries, Teacher Education, Academic Achievement, Urban Schools, Rural Schools, Rural Urban Differences, Achievement Gap, Educational Quality, Student Characteristics, Family Characteristics, Institutional Characteristics, Grade 7, Grade 9
Geographic Terms: China
ISSN: 2639-5312
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1335690
Database: ERIC
FullText Text:
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  Data: Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data
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  Data: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_bece@bonoi.org; Web site: http://bonoi.org/index.php/bece
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  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2022
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      – Text: English
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        PageCount: 19
        StartPage: 1243
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Rural Urban Differences
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Educational Quality
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Family Characteristics
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Grade 7
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      – SubjectFull: Grade 9
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      – SubjectFull: China
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      – TitleFull: Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data
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