学校教育可以兼顾公平与质量吗？

doi:10.16382/j.cnki.1000-5560.2021.08.010

摘要/Abstract

摘要：

教育公平与提升教育质量是各国教育政策的目标，我国政府始也终将发展公平而有质量的教育作为教育工作的重点。本研究采用分层线性模型，基于中国教育追踪调查追访数据，探究我国初中阶段学校教育公平与质量之间的关系。研究发现：从质量维度来看，在剥离了学生背景因素、学校构成因素的影响后，各学校对学生认知能力发展的促进作用具有显著差异；从公平维度来看，各学校对不同认知能力基础、不同性别学生群体认知能力发展的促进作用存在显著差异；从质量维度与公平维度之间的关系来看，部分学校在促进学生认知能力发展方面具有高效能，且在缩小认知能力基础或性别等因素对于学生认知能力发展的影响方面也具有高效能，证明了学校教育可以兼顾公平与质量。

关键词: 教育公平, 教育质量, 分层线性模型

Abstract:

Achieving equity and quality is the goal of education policies in various countries. Governments at all levels in China always focus on the development of equity and quality in terms of education. Based on the data of China Education Panel Survey (CEPS), the study uses a hierarchical linear model to explore the relationship between the equity and quality of school education in junior middle school. The results indicate that: from the perspective of quality, after removing the influence of students’ background factors and school composition factors, the promotion effect of each school on the development of students’ cognitive ability is significantly different; from the perspective of fairness, the promotion effect of each school on the development of students of different genders and cognitive ability bases is different; from the perspective of relationship between the quality dimension and the fairness dimension, some schools not only has high performance in promoting the development of cognitive ability of students but also excels at reducing the cognitive gap between students of different gender or cognitive ability.This demonstrates that school education could balance equity and quality.

Key words: educational equity, educational quality, hierarchical linear model

魏晓宇, 苏娜. 学校教育可以兼顾公平与质量吗？[J]. 华东师范大学学报(教育科学版), 2021, 39(8): 116-126.

Xiaoyu Wei, Na Su. Can School Education Balance Equity and Quality?[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(8): 116-126.

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	零模型		模型1
固定效应	估计值	标准误	估计值	标准误
截距（ ${\gamma _{00}}$ ）	?0.03	0.05	?0.04	0.03
学生层面
7年级认知能力（cog7）			0.44**	0.01
社会经济地位（SES）			0.05**	0.01
性别（gender，0=男孩，1=女孩）			0.07**	0.02
学校层面
平均7年级认知能力（schcog）			0.17**	0.04
平均社会经济地位（schses）			0.07*	0.04
随机效应
学生层面 $ Var({r}_{ij})$	0.73	0.01	0.57	0.01
学校层面 $ Var({u}_{0j})$	0.31	0.04	0.08	0.01
总方差 $ Var({Y}_{ij})$	1.04		0.65
被解释的方差			0.39
相对于线性回归的解释结果（Prob>=chibar2）	0.0000		0.0000

	随机系数模型1		随机系数模型2
固定效应	估计值	标准误	估计值	标准误
截距（ ${\gamma _{00}}$ ）	?0.03	0.03	?0.04	0.03
学生层面
7年级认知能力（cog7）	0.45**	0.02	0.44**	0.01
社会经济地位（SES）	0.04**	0.01	0.05**	0.01
性别（gender，0=男孩，1=女孩）	0.07**	0.02	0.07**	0.02
学校层面
平均7年级认知能力（schcog）	0.13**	0.03	0.17**	0.04
平均社会经济地位（schses）	0.05	0.03	0.08*	0.04
随机效应
学生层面截距	0.74	0.01	0.75	0.01
学校层面截距	0.27	0.02	0.31	0.02
7年级认知能力	0.16	0.01
性别			0.09	0.03
相对于线性回归的解释结果（Prob>=chibar2）	0.0000	0.0000	0.0000	0.0000

	相关系数估计值	标准误
7年级认知能力与截距 $ \rho ({u}_{1j},{u}_{0j})$	?0.70	0.08
性别与截距 $ \rho ({u}_{2j},{u}_{0j})$	?0.56	0.17

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