Assessing the Impact of the ‘Double Reduction’ Policy on Educational Equity and Access to High-Quality Resources Across Socio-Economic Backgrounds in China

Abstract

Objective: This study aims to critically analyze the ramifications of China’s Double Reduction policy, with a focus on its influence on educational equity and the accessibility of quality educational resources across diverse socio-economic backgrounds. Initiated to alleviate academic pressure on students and reduce reliance on private tutoring, this policy represents a significant shift in China’s educational landscape. Our analysis seeks to understand how these changes affect students from varied socio-economic strata, especially in terms of equity in educational opportunities and access to resources that enhance learning outcomes. Methods: To evaluate the policy’s effectiveness and impact, we employed a mixed-methods approach, combining quantitative analysis of educational outcomes and qualitative insights from stakeholders. Data were collected through a survey of students, parents, and educators from different socio-economic backgrounds, alongside interviews with policy makers and educational experts. Statistical analysis was used to identify trends in educational equity and resource access before and after the policy’s implementation. Thematic analysis of interview transcripts provided nuanced understanding of stakeholder perceptions and experiences. Results: Preliminary findings suggest that the Double Reduction policy has had a multifaceted impact on educational equity and resource accessibility. On one hand, reduced dependence on costly private tutoring has leveled the playing field for students from lower socio-economic backgrounds. On the other hand, disparities in access to quality educational resources have been exacerbated in some regions, due to varied implementation efficacy and resource allocation. The policy has also prompted an increase in innovative educational practices, including the use of technology to bridge gaps in access.