The impact of government attention to education on educational equity
Shanshan Kong
Anhui University of Finance and Economics
Yaxin Liu
Anhui University of Finance and Economics
DOI: https://doi.org/10.59429/bam.v7i2.10509
Keywords: Government attention; Educational equity; Administrative efficiency; Urbanization level
Abstract
Educational equity serves as a crucial foundation for social equity, and government attention, as a key policy orientation, exerts a significant influence on educational equity.This study constructs an econometric model incorporating factors such as government attention, administrative efficiency, and urbanization level, based on panel data from 31 provinces in China from 2015 to 2022, to analyze their impact on educational equity. Based on the research findings, this paper proposes countermeasures and suggestions, such as strengthening the government‘s emphasis on educational equity, enhancing administrative efficiency, optimizing the allocation of educational resources during urbanization, and increasing support for central regions and areas with weak infrastructure.These recommendations aim to provide empirical evidence and policy references for the development of educational equity in China.
References
[1]Li Ming, Jin Haixia, Zhang Yan.The Historical Progression, Evolutionary Characteristics, and Future Pathways of Balanced Development Policies in China’s Compulsory Education. Modern Education Management, 2024(12): 39-47.
[2]Qi Changhou, Fan Xiaohai.Equalization of Fiscal Investment in Compulsory Education as a Catalyst for Building a Strong Education Nation. Journal of Central University of Finance & Economics, 2023(10): 3–12.
[3]Che Mingjia, Zhao Yanyun. The Spatiotemporal Evolution of Educational Equity from the Perspective of Building a Leading Educational Nation: A Measurement Based on the Educational Gini Coefficient. Statistics & Decision, 2025, 41(01): 104–109.
[4]Pu Rui.Government Responsibility in Compulsory Education Services Based on Equity-Oriented Values. Journal of Central China Normal University(Humanities and Social Sciences), 2013, 52(06): 167-175.
[5]Liao Yier, Yuan Ke.How Can Public Finance Promote Educational Equity?—A Performance Evaluation of the “Strengthening Basic Education” Special Funds in Guangdong Province. Journal of Beijing Institute of Technology(Social Sciences Edition), 2018, 20(06): 153-162.
[6]Gao Yao, Liu Zhimin.Opportunity Expansion, Social Stratification, and Equity in Higher Education: An Empirical Study Based on Survey Data of University Students. Educational Science, 2015, 31(01): 44-54.
[7]Hu Yongmei, Li Jiazhe.Hotspots and Frontier Issues in Domestic and International Education Economics Research Since the 21st Century—A Knowledge Mapping Analysis Based on Education and Economy and Economics of Education Review. Education and Economy, 2018(02): 77-88.
[8]Li Sha, Cheng Jinkuan.A Study on Government Assistance and Fiscal Allocation Strategies Based on Educational Equity. Comparative Education Review, 2019, 41(04): 60-66.
[9]Wang Shaofeng. Construction and Empirical Study of the Fairness Index for Basic Education Resource Allocation: A Case Study of Primary Education in Xicheng District, Beijing. Comparative Economic & Social Systems, 2018(01): 122-129.
[10]Chen Liangyu. The Internal Logic and Realization Mechanism of High-Quality Educational Development in Driving Common Prosperity. Education and Economy, 2023, 39(03): 12-18+27.
[11] Cai He, Niu Yingnan, Luo Liang.”Measurement and Balanced Evolution of Compulsory Education Resource Allocation in the New Era.” Journal of Nanjing Normal University(Social Science Edition), 2024(01): 36–52.
[12]Zhao Heyun, Zhao Yibo. Does Government Budget Transparency Improve National Governance Efficiency?—An Empirical Study Based on Chinese Provincial Panel Data. Journal of Hebei University of Economics and Business, 2018, 39(04): 80–86.
[13]Zhou Yuanxiang, Song Xuguang, Zhang Lixia.Educational Fiscal Investment, Spatial Convergence, and Equity in Basic Education. Journal of Beijing Normal University(Social Science Edition), 2019(05): 135–147.