Study Of Differences In Academic Performance Of Migrant Children

Since the 1980s, accompanied by the accelerated process of urbanization in China, more and more surplus rural laborers have flown into cities. Thus mobile children's education has become China's unique social problems at the social transition period, which has aroused widespread concern in society. For more than 10 years, the domestic academic researchers made a lot of studies from different angles,have gotten a number of important results.Based on previous studies, further exploration is made, to understand the different educational environment for mobile children and to find what different academic status of the mobile children have ,and attempt to analyze its causes. Taking four schools in Wuhan Jianghan District as cases,with the research methods of literature,in-depth interviews, questionnaire survey,this paper tries to make a comparison of public schools and the schools for children of peasant-workers to find out whether academic achievement differences exist. The outcome of the survey results show that in primary school,significant differences in academic achievement do not exist between these children who are at the school for children of peasant-workers and those who are at public school, but the pupils of the schools for children of peasant-workers have greater individual differences in achievements.At Junior high school stage, there exit notable academic achievement differences between students in two kinds of schools.Mobile children's academic achievements in public schools are better than those of the schools for children of peasant-workers,particularly in the basic curriculums like chinese, mathematics and English. As the main part of this paper, it analyzes the causes in achievement differences in comparative perspective in terms of the difference between the impact of internal factors and external factors, the individual characteristics of students, teacher capability and quality, school facilities and management, family education, and so on. The results show that public school have more high-quality school education resources than the schools for children of peasant-workers, which are beneficial to the improvement of academic achievement and the quality of the comprehensive development of these mobile children , eventually in order to achieve real educational fairness. According to the research outcome, the author tries to make a more in-depth reflection and the corresponding recommendations and countermeasures at the end of the paper.Educational fairness is the basis of social equity, and is an objective requirement of building a harmonious society. Educational fairness refers to not only fair and equitable access to school but the same educational conditions and the quality of education majority that pupils enjoy. Mobile children's education is a social focus, which calls for the government, society, schools and multi-family forces together for creating a good educational environment, so that they can achieve an equal, high-quality school education. By doing so, we can lead to the expectations for "progressing and growing under the blue sky" , and which may also promote the process of our harmonious society faster.