Abstract
This study presents a comprehensive analysis of the disparities in educational concepts and outcomes between public high schools in Heilongjiang County Town and new first-tier cities in Zhejiang Province, China. The research explores academic performance, graduation trajectories, and resource allocation, utilizing a quantitative approach that focuses on standardized test scores, GPAs, and college entrance examination results. The findings demonstrate significant disparities, primarily due to variations in resource allocation, teaching quality, and socio-economic factors. The study underscores the need for culturally responsive policies and equitable resource redistribution to bridge regional educational gaps and foster a more equitable educational landscape across China. By doing so, it aims to provide actionable insights for educational policymakers and stakeholders to create an inclusive and fair education system that ensures equal opportunities for all students, regardless of their geographical background.
Author Information
Jiwen Yang, Chinese University of Hong Kong, Hong Kong SAR
Paper Information
Conference: ACE2024
Stream: Education
This paper is part of the ACE2024 Conference Proceedings (View)
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