Heterogeneous determinants of educational achievement and inequality across urban China

Measuring the provincial supply of higher education institutions in China

“…The experience of other countries in expanding higher education provides a glimpse of the challenges awaiting China. Furthermore, the results in Li, Liu, et al, 2014, Li, Whalley, & Xing, 2014, Valerio Mendoza (2018, Fraumeni et al (2019), Zhang et al (2019), andValerio Mendoza et al (2021) suggest that the evolution of human capital within China over the past decades is strongly related to the supply of higher education institutions. Similarly, the estimates also provide insights into related research on educational inequality and the avoidance of the middle-income trap, since they illustrate which provinces have an insufficient supply of higher education institutions, both in terms of quantity and quality, relative to their respective populations.…”

“…1 Similarly, a low, or undersupply of education is associated with slower development (Kosack & Tobin, 2015;Mayer-Foulkes, 2008). Despite the achievements made by China, its rapid development has been accompanied by increasing disparities between Chinese provinces (Glauben, Herzfeld, Rozelle, & Wang, 2012;Knight, Shi, & Quheng, 2009;Valerio Mendoza, 2018;Zhang, 2014). Thus, whether all parts of China will achieve adequate levels of educational attainment and human capital to meet its growing skills demand has been recently questioned (Cai, 2012;Fraumeni, He, Li, & Liu, 2019;Glazebrook & Song, 2013;Khor et al, 2016;Zhang, Li, Wang, & Fleisher, 2019;Zhang, Yi, Luo, Liu, & Rozelle, 2012).…”

“…In turn, the larger number of middle school graduates fueled the demand for upper secondary education. However, the limited number of senior secondary schools created a bottleneck that was addressed with the construction of more high schools and the promotion of vocational upper secondary schools (Hu & Hibel, 2014;Valerio Mendoza, 2018). Similarly, the rise in secondary education completion rates prompted a soaring demand for higher education that was met with yet another bottleneck: the limited supply of higher education.…”

Does the Development of Information and Communication Technology and Transportation Infrastructure Affect China’s Educational Inequality?

“…Based on the characteristics of educational inequality, some existing research has explored the micro-features and macro-impacts of this problem, and discussed the relationship between educational inequality and economic topics [1,3,4]. In terms of the micro-features of educational inequality, the structural characteristics and family characteristics of educational groups become important factors in promoting the unequal distribution of educational resources, and these studies have been concentrated on the individual perspective [3,5]. In terms of the macro-impacts of educational inequality, there is a close relationship between educational resources and economic activities, and this relationship plays an important role in the formulation of economic policies and educational policies [1,4].…”

“…Moreover, the age and income of family members could affect the outcomes of public education, while tax policies could reduce the impact of educational inequality on social stability [7]. Valerio Mendoza (2018) discussed the problem of educational inequality in China, pointing out that the inequality in secondary education and higher education could aggravate the graveness of educational inequality, and that family factors could also promote this problem [5]. Family and social factors could contribute to the emergence of educational inequality, but individual income became a determining factor in the inequality of educational opportunities and educational outcomes [8,9].…”