Starting Line Competition: An Analysis of the First Time for Primary and Secondary School Students to Participate in Extracurricular Tutoring—— An Empirical Study Supporting the Implementation of the “Double Reduction” Policy

doi:10.16382/j.cnki.1000-5560.2022.02.006

Abstract

Abstract:

The effective implementation of the “Double Reducation” policy needs to accurately identify the deep-seated reasons why students choose to participate in extracurricular tutoring. Studying the time when primary and secondary school students participate in extracurricular tutoring for the first time can provide an empirical basis for relieving the extracurricular tutoring needs of parents and students. Based on the data of the 2017 China Institute for Educational Finance Research-Household Survey (CIEFR-HS 2017), this paper uses the method of survival analysis to describe primary and secondary school students’ first-time participation in extracurricular tutoring, and discusses the impact of family socio-economic background on the survival time of students’ first-time participation in extracurricular tutoring. This paper finds that, first, most of the primary and secondary school students in China have participated in extracurricular tutoring, and many of them have participated in extracurricular tutoring relatively early. Second, the time of primary and secondary school students who participate in extracurricular tutoring of subjects for the first time is significantly earlier than that of interest classes, and the difference is more prominent with the increase of grade. Third, there is a significant difference in the first time students from urban and rural and different social classes participate in extracurricular tutoring, but the difference gradually reduces with the increase of school period. Fourth, family socio-economic status has a significant positive impact on the time of students’ first participation in extracurricular tutoring. Students with better family socio-economic backgrounds are more likely to participate in extracurricular tutoring earlier, but this difference decreases with the increase of students’ learning period. In the context of “Double Reduction” policy, it is suggested that the government should continue to improve the quality of elementary education to meet the needs of parents and students for individualized education. Besides, it's important to provide academic counseling for disadvantaged students with poor academic performance, and provide subsidies for the students of vulnerable groups with poor academic performance. Also, it’s important to guide parents to choose extracurricular tutoring rationally, as well as objectively and dialectically examine the impact of extracurricular tutoring on the development of students.

Key words: “Double Reduction” policy, extracurricular tutoring, first time participation, survival time, survival analysis

Haiping Xue, Huanhuan Shi. Starting Line Competition: An Analysis of the First Time for Primary and Secondary School Students to Participate in Extracurricular Tutoring—— An Empirical Study Supporting the Implementation of the “Double Reduction” Policy[J]. Journal of East China Normal University(Educational Sciences), 2022, 40(2): 71-89.

Figures/Tables 15

References 51

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变量类型	变量名	变量说明
个体层面	首次参加课外补习时间	连续变量，单位：年
	首次参加学科类课外补习时间	连续变量，单位：年
	首次参加兴趣类课外补习时间	连续变量，单位：年
	性别	0=女，1=男
	户口	0=农村，1=城市
家庭层面	父母职业等级分层（以父母职业社会经济地位指数等级最高一方为变量）	定序变量，1=下层，2=中层，3=上层
	父母教育年限（以父母教育年限最高一方为变量）	连续变量，单位：年
	家庭收入水平	定序变量，1=困难，2=中等，3=富裕
	家庭所在地区	分类变量，1=东部，2=东北部，3=中部，4=西部

最早开始年级	课外补习		学科类补习		兴趣类补习
最早开始年级	比例（%）	样本量	比例（%）	样本量	比例（%）	样本量
小一	17.8	1794	9.1	929	12.3	1250
小二	5.8	583	4.6	470	3.0	305
小三	8.9	895	8.7	891	3.3	339
小四	4.1	417	4.5	463	1.7	178
小五	3.2	318	3.3	341	1.0	106
小六	1.9	195	2.0	209	0.6	63
初一	4.6	467	5.2	529	0.9	95
初二	2.2	222	2.4	247	0.4	39
初三	1.5	148	1.8	180	0.3	26
高一	1.3	132	1.3	137	0.4	44
高二	0.8	80	0.8	77	0.2	23
高三	0.5	46	0.4	46	0.1	8

所在年级	课外补习		学科类课外补习		兴趣类课外补习
所在年级	首次参与比例	累积未参与比例	首次参与比例	累积未参与比例	首次参与比例	累积未参与比例
小一	0.18	0.82	0.09	0.91	0.12	0.88
小二	0.07	0.76	0.05	0.86	0.04	0.85
小三	0.13	0.66	0.12	0.76	0.04	0.81
小四	0.11	0.59	0.08	0.70	0.03	0.78
小五	0.07	0.55	0.07	0.65	0.02	0.77
小六	0.05	0.52	0.05	0.61	0.02	0.75
初一	0.17	0.43	0.16	0.51	0.03	0.73
初二	0.10	0.38	0.11	0.46	0.01	0.72
初三	0.10	0.35	0.11	0.41	0.01	0.71
高一	0.13	0.30	0.13	0.36	0.03	0.69
高二	0.14	0.26	0.12	0.31	0.03	0.67
高三	0.23	0.20	0.21	0.25	0.03	0.66

所在年级	首次参与比例		未参与比例		累积未参与比例
所在年级	农村学生	城市学生	农村学生	城市学生	农村学生	城市学生
小一	0.06	0.23	0.94	0.77	0.94	0.77
小二	0.04	0.09	0.90	0.91	0.90	0.70
小三	0.06	0.17	0.85	0.83	0.85	0.59
小四	0.08	0.12	0.77	0.88	0.77	0.51
小五	0.04	0.09	0.74	0.91	0.74	0.47
小六	0.05	0.06	0.71	0.94	0.71	0.44
初一	0.11	0.20	0.63	0.80	0.63	0.35
初二	0.08	0.12	0.58	0.88	0.58	0.31
初三	0.09	0.11	0.53	0.89	0.53	0.28
高一	0.14	0.13	0.45	0.87	0.45	0.24
高二	0.14	0.14	0.39	0.86	0.39	0.21
高三	0.14	0.27	0.34	0.73	0.34	0.15

补习类型	检验方法	卡方	自由度	显著性
课外补习	Log Rank (Mantel-Cox)	615.054	1	p $ < 0.001 $
	Breslow (Generalized Wilcoxon)	700.475	1	p $ < 0.001 $
	Tarone-Ware	692.876	1	p $ < 0.001 $
学科类课外补习	Log Rank (Mantel-Cox)	334.388	1	p $ < 0.001 $
	Breslow (Generalized Wilcoxon)	329.791	1	p $ < 0.001 $
	Tarone-Ware	349.957	1	p $ < 0.001 $
兴趣类课外补习	Log Rank (Mantel-Cox)	611.102	1	p $ < 0.001 $
	Breslow (Generalized Wilcoxon)	642.426	1	p $ < 0.001 $
	Tarone-Ware	641.732	1	p $ < 0.001 $