The Empirical Analysis Of Educational Inequalities

China has made tremendous achievements that enjoy worldwide attention since nearly 30-year policy of reform and opening up. As the same time, the phenomena of social inequalities have increased, it can be not only seen from the tap of regional economic development and residents' income distribution, but also been seen from education development. With the emergence of knowledge economy, in macroscopic area, education has been pushing the whole country or nation's development in the field of polity, economy, culture and society. In macroscopic area, education has been affecting the development of individual and the quality of living. As a result, education has become a vital problem that is concerned by both government and citizens, and the phenomenon of educational inequality has been a vital t subject in the filed of Education, Economy and Society.Recently, scholars from different research field have been doing the quality research for the unequal education problem. In the internal documents, it is rare to find out the theories researching the unequal education problem from the quantity view. Based on it, this thesis will discuss the factors affecting unequal education by using the method of putting quality research and quantity research together. It is hoped that it can be helpful to the research of our country's unequal education problem and improve the lever of our country's equal education.Following by this train of thought, this thesis's subject and stricture as follows:Chapter 1 illustrates the research reason, train of thought and method of this thesis, concludes the inside and outside's research result about unequal education, points out the originality, and explains the research meaning.Chapter 2 introduces the achievement that our country education has realized and the weakness that it exists, one of the targets that is used to weigh the level of unequal education, and testing method for Education Gini Coefficient. And it uses Education Gini Coefficient to weigh the whole unequal education level in our country. At last it uses bifurcation theory to predict the e trend of unequal education in our country.To summarize, our country has made great progress in education development, however, the unequal phenomenon still exists now. Recently, the level of unequal education in our China has become smaller, By the predicting means of bifurcation theory, in future Chinese education will develop award the equal direction gradually.Chapter 3 uses two indexes of the years that per people go to school and education Gini coefficient. At first, I use absolute number to compare directly, try to find out the results of all provinces and cities in education absolute in development in our country, and this method is called time-sequence-observing method .Then, I use bed-clustering method to analyze the evolvement trait of education development in all provinces and cities.It shows that unequal education in different regions has improved a lot since the21st century, and the lever of equal education in economically developed regions is much better than economically undeveloped regions. At the same time, West Regions, especially Tibet, needs much more support from the Government.Chapter 4 is core of the thesis. First of all, it sums up the origin of the unequal education by the quality way, namely, the unequal education is caused though education chance, education course and education result. Secondly, it refines quantity index by the data's availability, for example, it uses income gap to describe the inequality in education chance, and uses the difference of the proportion that is Input in Education to describe the inequality in education course, and uses the difference of income distribution to describe the inequality in education result. Thirdly, it uses the statistics method-Panel-data—to build up correlative tested model, to validate the conclusion of qualitative research whether or not to correspond to the reason of the unequal education in our country,The conclusion shows that income tap, the unequal Education input,and the unequal distribution of resources have conspicuous explain meaning to unequal education. The unequal Education input, and the unequal distribution of resources are the main reason of Chinese unequal education, however, income tap is not the main factor of unequal education. All of these are consistent with fundamental realities of the country. It is undeniable that Chinese education construction existing the problem of tilting policy towards regions in the past time because of meager resources. In addition, Chinese tradition is to respect for the teaching profession greatly. So we can't give up the education input because of lack of means.Chapter 5 is about some policy proposals to the thesis and the deficiency that the thesis exists. And it looks ahead the future research direction of this area.