Changes in urban and rural education in China under the double reduction policy: parents’ and students' experiences and perspectives

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Abstract/Contents

Abstract: This study explores students’ and parents’ experiences and perceptions of China’s Double Reduction Policy (DRP), aimed at reducing academic workloads and promote educational equality. Through interviews and qualitative analysis, this study shows the difference between the intended purpose of the policy and actual results, highlighting the urban-oriented nature of its implementation. Although some positive changes have been observed, problems and inequalities remain, especially in rural areas, where access to educational resources and the teaching quality remain under pressure. My findings highlight the need for further research and policy adaptation to ensure that DRP effectively supports all students’ well-being and academic development. In addition, this study offers two policy recommendations: adapt the teacher salary and welfare model to meet the policy goals and implement urban-rural exchange programs to promote rural education. These findings and recommendations contribute to the ongoing debate on education reform in China and emphasize the importance of ensuring equal access to quality education for all students.

Author	Hu, Zheming

Subject	Double Reduction Policy
Subject	Chinese education system
Subject	Rural-urban divide
Subject	Academic anxiety
Subject	Parental experience
Subject	Education equality
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Text

DOI	https://doi.org/10.25740/rz642pv1153
Location	https://purl.stanford.edu/rz642pv1153

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Hu, Z. (2023). Changes in urban and rural education in China under the double reduction policy: parents’ and students' experiences and perspectives. Stanford Digital Repository. Available at https://purl.stanford.edu/rz642pv1153. https://doi.org/10.25740/rz642pv1153.

Graduate School of Education International Comparative Education Master's Monographs

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