International Comparison Of Educational Equity And Its Influencing Factors

Since the beginning of the new century,countries around the world have carried out educational reforms from the strategic perspective of improving the quality of education and the quality of their citizens and strengthening their core competitiveness,and have incorporated the results of reform into the practice of talent cultivation.The task of realizing educational modernization and educational equity in China has also been put on a new agenda.At present,studies and concerns on educational equity abroad are relatively early.Although some of them concern China,there is a lack of systematic and comprehensive descriptive research and exploration on China.There is little research on educational equity in China.Therefore,the purpose of this study is to improve the current research theory of educational equity in China and explore the factors affecting their perception of equity at the level of students.The literature analysis,descriptive study method,multivariate logistic regression method is used in this research.based on some relevant statistical data about students aged 15 years from the chosen 28 countries amongst all the participant countries in PISA 2018,current situation analysis and description of education fairness is present in this paper.The comparison of the student performances from different countries is described in detail in every dimension,especially the comparison between China and the OECD average.In addition to the analysis and studies of the current situation of basic education equity in in China,at the macro level,the factors affecting students' perception of equity is also discussed in this paper.Relevant suggestions are put forward in the last.Statistical software R.2.15.3,SPSS statistics 22 and some relevant software is used to analyze the data,and the main conclusions are as follows:(1)In terms of equality in educational outcomes,China is one of the best performing countries in the world.On the whole,equality was achieved at the high and low ends in China's four provinces in the three field.This means,In all three areas,the proportion of students who did not reach the level 2 proficiency was lower than the OECD average,and the difference between 90% quantile and 50% quantile of the student performance is lower than the OECD average.So does the difference between50% quantile and 10% quantile of the student performance.(2)Assuming a linear relationship exists between ESCS and the performance of the students,the learning outcomes in reading,mathematics and science can only be explained 12.6%,9.7% and 10.8% by the economic development in the four Chinese provinces,which is not far from the OECD average of 12%,13.5% and 12.8%.Butthere is still a lot work to be done compared with Canada,Russia and some other countries.(3)In the four Chinese provinces,about 10 percent of the disadvantaged students reached level 5 or above in reading,while the proportion of the advantaged students reached that level was four times higher.This suggests that social inequality is likely to persist even in well-performing school systems.However,poverty is not destiny.Resilient students in PISA refer to those who are in the bottom quarter of the ESCS index and in the top quarter of the performance ranking.The proportion of such students is 11.7% in the four provinces of China and 11.3% in the OECD average.(4)Social phenomenon that heads of the disadvantaged schools are more likely to report that their schools' teaching ability was hampered by a shortage of educational resources and staff than heads of the dominant schools exists in almost all counties in the world.There is almost no differences between Chinese four provinces and OECD average both in the index of shortage of educational resources and the index of shortage of educational personnel.however,there is a significant difference between advantaged schools and disadvantaged schools in the two indexes in most of the countries participating in the test,leading to a significant difference in the OECD average.(5)The fairness student perceived has little impact on students' performance.Girls are more likely to feel that they are not being treated fairly than boys,and students with higher socioeconomic status are more likely to feel that they are being treated fairly.