华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (8): 1-67.doi: 10.16382/j.cnki.1000-5560.2020.08.001

• “教育精准扶贫中随机干预实验的中国经验”专刊 •    下一篇

教育精准扶贫中随机干预实验的中国实践与经验

史耀疆1, 张林秀2, 常芳1, 刘涵1, 唐彬1, 高秋风1, 关宏宇1, 聂景春1, 杨洁1, 白钰1, 李英1, 汤蕾1, 岳爱1, 茹彤1   

  1. 1. 陕西师范大学教育实验经济研究所，西安 710119;
    2. 联合国环境署国际生态系统管理伙伴计划、中国科学院地理科学与资源研究所生态系统网络观测与模拟重点实验室，北京 100101
  • 发布日期:2020-08-14

Practices and Experiences of Randomized Controlled Trials in China’s Targeted Poverty Alleviations in Education

Shi Yaojiang1, Zhang Linxiu2, Chang Fang1, Liu Han1, Tang Bin1, Gao Qiufeng1, Guan Hongyu1, Nie Jingchun1, Yang Jie1, Bai Yu1, Li Ying1, Tang Lei1, Yue Ai1, Ru Tong1   

  1. 1. The Center for Experimental Economics in Education, Shaanxi Normal University, Xi’an，Shaanxi 710119, China;
    2. The United Nations Environment Programme - International Ecosystem Management Partnership, Key Laboratory of Ecosystem Network Observation and Modeling, Institute of Geographic Sciences and Natural Resources Research, Chinese Academy of Sciences, Beijing 100101，China
  • Published:2020-08-14

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摘要： 20世纪中后期以来，教育研究与经济学、医学、心理学、计算机科学等学科的交叉融合不断加深，随机干预实验作为跨学科研究方法的典型，已逐步成为国际上制定发展政策的关键环节，尤其是在教育和社会政策研究领域。2003年起，反贫困行动实验室（The Abdul Latif Jameel Poverty Action Lab, J-PAL）和贫困行动创新组织（Innovations for Poverty Action, IPA）已在全球44个国家开展了近300项教育领域的随机干预实验评估研究，实证研究结果也被广泛应用于南亚、非洲和拉丁美洲等地区发展中国家政府的教育决策中。J-PAL的创始人也因其对全球减贫发展的贡献荣获2019年诺贝尔经济学奖。虽然国际上已有大量研究验证了随机干预实验在促进教育产出、改善贫困群体收入方面的积极作用，但中国教育精准扶贫领域的随机干预实验研究却鲜为人知。对2007年至2019年10月间公开发表的有关30多项教育精准扶贫随机干预实验研究的学术论文进行系统分析，可以发现，这些研究主要集中在以下四个领域：教师与教育、信息技术与教育、营养健康与教育和儿童早期发展。这四大领域的研究以中国农村贫困地区人力资本代际陷阱为主线，探索了低成本且可行的解决农村贫困地区教育及相关问题的有效途径，总结了中国农村贫困地区教育领域随机干预实验研究的发展历史、现状和实践经验，为农村教育实践者提供了可操作的办法，为农村教育决策者提供了基于数据的实证支撑，也为国家教育精准扶贫制度设计者提供了经过随机干预实验验证的有效策略。此外，本文还对如何在不开展随机干预实验的情况下使用准实验方法为教育精准扶贫政策的制定提供可靠的实证依据进行了拓展介绍。

关键词: 随机干预实验, 农村教育, 农村贫困地区, 教育精准扶贫

Abstract: Since the late 20th century, educational research has continued to intersect with such disciplines as economics, medicine, psychology, and computer science. As typical multidisciplinary research methods, randomized controlled trials (RCTs) have gradually become a key step in making developmental policies worldwide, especially in the fields of education and social policy. Since 2003, the Abdul Latif Jameel Poverty Action Lab (J-PAL) and Innovations for Poverty Action (IPA) have conducted nearly 300 RCTs in education in 44 countries around the world, whose empirical findings have been utilized to facilitate educational policies in developing countries such as South Asia, Africa, and Latin America. Owing to their enormous contribution to global poverty reduction, the founders of J-PAL also won the 2019 Nobel Prize in Economics. Although a large number of international studies have corroborated the positive roles of RCTs in promoting educational output and raising the incomes of poor groups, similar research efforts in the field of targeted poverty alleviation in education in China underestimated. This paper is a comprehensive review of literature that involves more than 30 publicly available RCTs on targeted poverty alleviation in education from 2007 to 2019. It is found that the RCTs in education conducted in poor rural China focus on four areas: teachers and education, information technology and education, nutrition & health and education, as well as early childhood development. The overarching topic discussed in these four areas is the intergenerational trap of human capital in poor rural China, followed by the exploration of more cost-effective and feasible solutions to issues existing regarding rural education. We further summarize the development of applying RCTs in promoting quality rural education in poor areas in terms of its developmental pathway, status quo, and practical experiences, so as to provide operable ways for the implementers of rural education, data-based empirical support for the decision-makers, as well as effective strategies verified by RCTs for national designers of targeted poverty alleviation policy in education. In addition, this paper also introduces the application of quasi-experimental methods to facilitate making targeted poverty alleviation policies in education in situations where RCTs may not be applicable.

Key words: randomized controlled trials, rural education, poor rural areas, targeted poverty alleviation in education