A Study On The Academic Performance Of The Students Of Special Plan In Rural And Poverty-Stricken Areas

The process of higher education moving from elitism to popularization and popularization has greatly increased students’ access to higher education,and there has also been a contradiction between the expansion of colleges and universities and the unbalanced distribution of high-quality higher education resources.Rural students in poverty-stricken areas are obviously in a weak position in the competition for high-quality higher education enrollment opportunities.In response to the relatively low proportion of rural students in key colleges and universities,China has implemented a special plan for rural and poverty-stricken areas since 2012.The policy has gone through a preparation period,The formation phase,the adjustment phase and the stable phase.Since the implementation of the special plan for rural areas and poverty-stricken areas,the coverage area and enrollment scale have been continuously expanded,and the work flow and enrollment methods have gradually been standardized and specified.As an inclined policy for rural student groups in poor areas,the implementation of special programs in rural and poor areas has effectively promoted fair access to high-quality higher education.Compared with ordinary college entrance examination students,special plan students are in a weak position in terms of personal and family background and academic foundation.Therefore,with the expansion of enrollment scale,students’ academic performance after enrollment is getting more and more attention.Paying attention to the academic performance of students in special programs is extremely necessary for the development of the country,universities and students themselves,so studying the academic performance of students in special programs has important theoretical and practical significance.In this study,students of J University are the subject of investigation.Based on the "input-environment-output" research framework,the differences in academic performance of students in special programs and ordinary college entrance examinations,as well as the internal differences in academic performance of studentsin special programs,are explored to explore special items.Influencing factors of students’ academic performance.The following research conclusions are drawn: First,the academic performance of students in special programs needs to be improved compared with ordinary college entrance examination students.Whether in terms of academic participation and self-assessment of academic achievements,or in the ranking of academic performance,the passing of course examinations,the status of obtaining qualification certificates and honorary awards,the performance of students in special programs in many aspects is not as good as that of ordinary college entrance examination students.Second,there are internal differences in the academic performance of students in special programs.There are significant differences in the academic performance of students from different places of origin,different mother occupations,and different types of high school special programs.Third,the academic performance of students in the special program is affected by many factors such as personal and family background,high school academic foundation,and university and college environment.In the context of the new era,in order to further improve the quality of student training in special programs,make special programs in rural and poor areas a long-term mechanism for promoting the balanced development of high-quality higher education.First of all,attention should be paid to the enrollment education of students in special programs to make up for the relative weakness of their background and academic foundation;secondly,targeted academic guidance should be improved to eliminate internal differences in the academic performance of students in special programs;and finally,multiple measures should be taken to improve special Plan students’ academic performance.