DU SOL B.A PROGRAM Q 3 :-Critically evaluate Factors affecting a child’s access to different levels of education.

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B.A PROGRAME

Q 3 :-Critically evaluate Factors affecting a child’s access to different levels of education.

Education is a lasting process. Academic performance in primary education plays a crucial role in obtaining further educational opportunities. Thus, it is necessary to examine how family background affects children’s academic achievement at an early stage. Through analysis of data from the Chinese Family Panel Study in 2010(CFPS2010), this paper proposes two pathways through which family influences children’s academic performance. Firstly, parents compete for high-quality educational opportunities for their children and better educational opportunities lead to better academic performance. Secondly, parenting behavior and educational support for their children could cultivate children’s learning habits and affect academic performance. We also find urban students’ academic performance are more heavily affected by their families’ socioeconomic status compared with rural students. These findings bear important implications for how to reduce the class difference in students’ academic performance and promote educational equity in contemporary China.

Introduction

Education is the basic mechanism for enhancing the population quality of a nation, and education during childhood is the foundation for the formation of human labor-force quality. Childhood education not only affects the achievement and happiness at the individual level, but also shapes the labor force quality and capacity of innovation (Heckman 2011) to determine the potentiality of the development of a nation. With the spread of enforcement of compulsory education and the expansion of schools across China, the average schooling years of Chinese citizens has been improved significantly. In spite of this, due to the scarcity of educational resources and its unequal distribution, various conditions of education inequality has yet to be addressed and improved (Yang 2006). As a response, the national Council executive meeting of 2010 has passed the National Mid-and-long Term Education Development and Reform Plan, targeting “enhance educational equality, develop equal education opportunities that benefits the whole population”, which is listed among the most significant strategic development goals of the nation.

 

On the one hand, educational (in) equality may be rooted in institutional arrangement, i.e., its role of smoothing or even hampering the effect of family with different social economic status on educational opportunities. On the other hand, educational (in) equality is shaped by the different opportunities and capacities that families have in participation in education. Therefore, the relationship between family background and educational achievement has become a critical indicator in evaluating educational (in) equality. Past studies showed that since the Open and Reform of China, family social economic status has become increasingly important in determining personal education achievement, which has not been dampened with the expansion of schools (Deng and Treiman 1997; Zhou et al. 1998; Li 2003, 2010: Li 2006;Liu 2008;Wu 2009;Wu 2013a; Li 2016).

Existing research has mostly focused on the impact of family background on the eventual education attainment, especially the attainment of higher education, but it is worth noticing that education attainment is a continuous process in which the education achievement of the prior stage affects the later-stage achievement both cumulatively and probabilistically. Without access to high-qualified primary school and middle school education, one barely has much chance to proceed to higher education. The continuous and accumulative nature of education means that the competition for educational opportunities of individuals initiates ever since the primary school and middle school stages. Therefore, without a thorough analysis of the educational processes, it is difficult to fully understand the mechanisms of how family background affects children’s educational opportunities and academic achievement.

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