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) ›› 2025, Vol. 43 ›› Issue (1): 17-36.doi: 10.16382/j.cnki.1000-5560.2025.01.002

• 教育法治：“双减”政策研究 • 上一篇    下一篇

“双减”政策对学生家庭校外培训参与和支出的影响

庞小冬1,2, 薛海平1,2, 肖凤秋3   

  1. 1. 首都师范大学教育学院，北京 100048
    2. 首都师范大学中小学生校外教育研究院，北京 100048
    3. 中国儿童中心科研部，北京 100035
  • 接受日期:2024-08-20 出版日期:2025-01-01 发布日期:2024-12-24
  • 基金资助:
    国家社会科学基金教育学重点项目“‘双减’政策落实的过程监测和成效评价研究”（AHA220020）。

The Impact of the “Double Reduction” Policy on the Participation and Expenditure of Students’ Families on Off-campus Tutoring

Xiaodong Pang1,2, Haiping Xue1,2, Fengqiu Xiao3   

  1. 1. College of Education, Capital Normal University, Beijing 100048, China
    2. Research Institute of Out-of-school Education for Primary and Secondary School Students, Capital Normal University, Beijing 10048, China
    3. China National Children’s Center, Beijing 100035, China
  • Accepted:2024-08-20 Online:2025-01-01 Published:2024-12-24

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摘要：

“双减”政策提出“减轻义务教育阶段学生家庭校外培训支出负担”的目标，而当前对该政策工作目标的达成程度的评估研究相对缺乏。本研究利用基于全国抽样的义务教育阶段学生家庭大样本调查数据，应用双重差分模型（DID），分析“双减”政策对学生家庭校外培训参与和支出的影响。研究发现：（1）“双减”政策对学生家庭“学科类”校外培训参与和支出存在显著降低效应，结论通过PSM-DID稳健性检验；（2）“双减”政策对学生参加“学期中和寒暑假”“线上和线下”“学科类”校外培训存在显著降低效应，结论通过PSM-DID稳健性检验；（3）“双减”政策对学生家庭“非学科类”校外培训参与和支出存在显著增加效应，结论未通过PSM-DID稳健性检验；（4）异质性分析发现“双减”政策显著降低了中低社会经济地位学生家庭的“学科类”校外培训参与和支出，对高社会经济地位学生家庭不存在显著影响。本文研究结论为评估“双减”政策工作目标达成程度提供了证据，为实施“双减”政策提出了政策建议：不断巩固“学科类”校外培训治理成果，加强“非学科类”校外培训监管，加大力度治理“学科类”校外培训“隐形变异”问题。

关键词: “双减”政策, 校外培训参与, 校外培训支出, 双重差分模型

Abstract:

The “Double Reduction” policy proposes the goal of “reducing the burden of off-campus tutoring expenditures on the families of students in the compulsory education stage.” However, there is currently a lack of research to evaluate the degree of achievement of this policy goal. This study uses a large sample survey data of families of students in the compulsory education stage sampled nationwide, applying the difference-in-differences model (DID) to analyze the impact of the “Double Reduction” policy on the participation and expenditure of students’ families on off-campus tutoring. The study found that (1) the “Double Reduction” policy has significantly reduced the participation and expenditure of students’ families on “disciplinary” off-campus tutoring. The effect remain robust after applied PSM-DID model. (2) the “Double Reduction” policy has a significant reduction effect on student families’ participation in various “disciplinary” off-campus tutoring in “mid-semester, winter and summer vacations”, “online and offline”. The conclusion remain robust after applied PSM-DID model. (3) The “Double Reduction” policy has a significantly increasing effect on the participation and expenditure of students’ families in “non-disciplinary” off-campus tutoring, and the findings does not pass the PSM-DID robustness test. (4) Heterogeneity analysis found that the “double reduction” policy significantly reduced the participation and expenditure of “disciplinary” off-campus tutoring for families of students with middle and low socioeconomic backgrounds, but had no significant impact on families of students with high socioeconomic backgrounds. The research findings of this article provide evidence that the “Double Reduction” policy goal has been achieved. The government should strengthen the supervision of “disciplinary” off-campus tutoring, further strengthen the supervision of “non-disciplinary” off-campus tutoring, intensify efforts to manage the “invisible variation” problem of “non-disciplinary” off-campus tutoring.

Key words: “Double Reduction” policy, participation in off-campus tutoring, off-campus tutoring expenditure, difference-in-differences model