家庭背景、学校质量与城乡学生能力发展差异

Family Background，School Quality and the Ability Differencesbetween Urban and Rural Students

中文关键词:  家庭背景；学校质量；认知能力；非认知能力；城乡差距

英文关键词:family background，school quality，cognition ability，non-cognition ability，urban-rural gap

中文摘要:

      文章基于中国教育追踪调查（CEPS）数据，采用多层次线性模型和 Oaxaca-Blinder 分解法，考察家庭背景和学校质量对城乡学生能力发展差异的影响。结果显示：（1）农村学生 的认知和非认知能力得分均显著低于城市学生。（2）从家庭背景因素来看，家庭经济资本、文化 资本和社会资本中的父母期望对学生认知和非认知能力提高均有显著促进作用，而社会资本 中的家长参与仅对非认知能力有显著正向效应；从学校质量因素来看，学校硬件设施、生均经 费和教师质量等因素显著正向影响学生的认知和非认知能力。（3）学校质量中的生均经费和教 师质量是造成城乡学生认知能力差距的主要原因，家庭背景中的社会资本对于影响城乡学生 非认知能力差距更重要。研究的政策启示是：调整义务教育经费配置结构，推动城乡师资力量 均衡流动，打造农村家校深度协同共育的文化生态。

英文摘要:

      Based on the data of China Education Longitudinal Survey（CEPS），this paper uses a multi-level linear model and the Oaxaca-Blinder decomposition method to investigate the influence of family background and school quality on the differ? ence in ability development between urban and rural students. The findings show that：（1）The cognitive and non-cognitive abili? ty scores of rural students were significantly lower than those of urban students；（2）from the factor of family background，paren? tal expectations in family economic capital，cultural capital and social capital all have a significant promoting effect on students' cognitive and non-cognitive ability improvement，while parental participation in social capital only has a significant positive ef? fect on non-cognitive ability；from the factor of school quality，the factors like school hardware facilities，per student funding and teacher quality all have a significant positive effect on students' cognitive and non-cognitive abilities. （3）The per student fund? ing and teacher quality in school quality are the main reasons for the ability differences in cognition between urban and rural stu? dents，and social capital in family background has a more important effect on the differences in non-cognitive ability between them. This paper has put forward the following policy to handle the problem：adjusting the structure of compulsory education funding，promoting the balanced flow of urban and rural teachers，and creating a cultural ecology of deep collaborative education between families and schools in rural areas.