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How Uneven Elementary School Education Quality Leads to Social Stratification in Beijing, China

Zhu, Shasha

Studies on (un)evenly distributed compulsory elementary education range from inter-regions, urban-rural areas, social classes and inter-schools. The purpose of this study is to examine stratifications derived from uneven compulsory elementary education quality in Beijing, mainly about inter-school and inter- social class comparisons. Key schools, which will be illustrated in detail later, break the balance among schools, leading to many social issues, such as education stratification among students from different socio-economic classes, and among schools. Also with the unique context of Beijing, School District System adds up to problems caused by uneven compulsory elementary education quality across eight counties in Beijing City. This study is divided into three parts, the first part is the stratification in schools, mainly about their financial statistics which reflects the financial power. Financial data for two elementary schools, one key school and one ordinary one, in Haidian County demonstrates key schools attracts more money, either from parents or government.
The second part is education stratification among students. To reveal that families’ socio-economic status plays a role in students’ education choices, I use hedonic pricing model to analyze school quality’s influence on real estate market in Beijing City. Further, broad survey centering on parents’ opinions in Beijing City could provide better understanding of the status quo of compulsory elementary education stratification among students. It is the goal of this study to provide planners, policy makers, and future researchers some insights on the socio-economic impact of key schools in Beijing.

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More About This Work

Academic Units
Urban Planning
Thesis Advisors
Mian, Nadia A.
Degree
M.S., Columbia University
Published Here
June 22, 2016
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