A Study On Educational Issues Of Migrant Chidren In The View Of Equity

Based on quantitative data from large-scale educational survey,standardized tests and in-depth interviews,educational issues of migrant children in compulsory education are discussed in this research.From the theoretical perspective of educational equity,this paper,embarking from the starting point of education,educational process and educational results,investigates the migrant children's performance on the educational access,study adaption and academic performance and its influencing factors respectively.The main conclusions of the empirical study are as follows.Firstly,the type of school migrant children enrolled in represents the difference of their educational opportunities.Public schools are better than the non-government school for migrant children,in the aspects of educational funds,the ratio of student/teacher,teachers' quality,teaching quality,social reputation,which means students studying in public school have better educational opportunities compared with the students from the non-government one.Through binary logistic regression analysis,among the individual influencing factors for school type,students who are from one-child family and stay longer in local place are more likely to attend public school;From the perspective of the family factor,the parents' educational background,the parents' occupation,the family social network all have the significant positive effect on migrant students attending the public school.From further analysis,the quality of their social network but not quantity decides the process,in which migrant families gain information and external supports through their social network to get better educational opportunities for their children.Secondly,study adaption in school of migrant children directly reflects the educational process.A two-level hierarchical model of student-class and school are built,and the influences of individual,class and school on migrant children are discussed.It is found that 82.1%of the differences in learning adaptation of children were derived from individual and family factors,and 17.9%came from class factors.Better peer relationship and student-teacher relationship are conducive to the development of study study adaption in school.From the perspective of family factors,the involvement of parents in education,including organizing cultural activities and supervision of study,aids in adaptability of their children.From the perspective of class and school which representing the macroscopic environment,there is positive correlation between teacher's acceptance of migrant children and student's adaptability,and the study adaptability of students in public school is higher than non-government school.Thirdly,From the perspective of educational outcomes,the educational achievement of migrant children is an important measurable indicator.The influences of student individual,family,class and school on the achievement of migrant children are discussed based on two-level linear model.The study found that Chinese,maths and English scores were affected by individual and family factors by 57%,59%and 38%respectively.In the students' individual factors,the gender,flow experience and the student communication network all have significant influence on academic achievement.Among them,girls performed better in Chinese and English than boys,and boys were better at math.Both the times of changing schools and the cross-provincial movement are negatively affecting the results.In the students' communication network,the discussion network established with the parents has a great effect on the Chinese,math and English scores.Among the students' family factors,family's SES has a significant positive effect on Chinese and math scores;The family's social network has a significant effect on Chinese and math scores.The parents' company has an important impact on Chinese and English scores.The higher the parents' education expectations,the better the children's Chinese performance.In the class and school factors,the ratio of migrant labor's children was significantly negatively correlated with the average achievement of Chinese and English.Teachers' acceptance,which represents the class' friendly atmosphere,has a significant positive effect on Chinese achievements;At the same time,the school type is also the important factor that affects academic performance.Data shows that students' from public schools have higher Chinese and Math scores are significantly higher than that of school for migrant children.Based on the conclusions in this research,we suggest that parents of migrant family should attach importance to their role in education,strengthen parent-child communication and expand their social network;teachers should promote confluent education and communication between family and school,and act fairly to all student to eliminate inequality in education associated with difference in social capital;Policymakers should guarantee educational equity by intruding finance legislation regarding migrant children education and economic incentives to local authorities;New supply model in education should be innovated that government could buy educational services of good quality from private sectors to satisfy the educational demand of migrant children;Government should remove restrictions upon admission requirements and initiate college matriculation policy for migrant children.