Analysis On The Quality Difference And Influencing Factors Of Basic Education Between Urban And Rural Areas In China Based On Multilevel Model

Rejuvenate the country through science and education and strengthen the country with talents.Education plays a decisive role in improving the quality of the people and promoting the development of the national economy.Just like building a good foundation,basic education is an important boost for China's development.Since the reform and opening up,China's economic development has been rapid,and the original urban-rural dual system has been gradually banned.With the development of productive forces,the idea of urban-rural integration has gradually received attention,and the process of urban-rural integration has made significant progress.The equilibrium situation has gradually improved.However,it is difficult to return,and the remaining problems of history have not yet been resolved and more problems have emerged.Constrained by problems such as "urban centers" and "educational immigration",the trend of "urbanization" of education has become more and more obvious,and a large number of rural people have gathered in cities This puts forward higher requirements for the equalization of basic education in urban and rural areas in China.In order to study whether there is a gap in the quality of basic education between urban and rural areas,and at the same time to examine whether this gap between urban and rural areas will cause differences in academic performance and the influencing factors of this difference,this article is based on a two-level model,with level one being students and level two being schools.Using the data of China Education Panel Survey(CEPS),we measure the quality of education from two aspects: cognitive ability and non cognitive ability.Based on existing research and data availability,6 student characteristics variables were selected,including gender,family cultural capital,family class,family economic status,parental education expectations,self-education expectations;5 school characteristic variables,including teacher education Index,teacher title index,financial allocation per student,administrative level of the school,school location.Starting from the fairness of the starting point,the fairness of the process,and the fairness of the results,a comprehensive examination of the differences in the quality of urban and rural education and its influencing factors.It is hoped that through the research in this article,relevant departments will be promoted to understand the status and differences of the equalization of urban and rural basic education in China,and provide operable opinions and suggestions for overcoming the difficulties in the realization of equalization of urban and rural basic education services in China.The main conclusions of this paper are:(1)The cognitive and non-cognitive abilities of urban school students are significantly higher than those of rural schools.(2)The school area,parental education expectations and self-education expectations have the greatest impact on the quality of education.Cognitive ability is significantly related to gender,family cultural capital,family class,parental education expectations,self-education expectations,teacher's academic qualifications,teacher's professional title,school location;Educational expectations,self-education expectations,teacher qualifications,teacher titles,per capita financial allocation,and school location are significantly related.(3)Families of different backgrounds have certain differences in the cultivation of children's abilities.Families with relatively superior family backgrounds live in cities and towns and send their children to urban schools.School districts and other relevant conditions restrict disadvantaged children from family backgrounds from accessing quality education opportunities,which indirectly affects their ability.The area where the school is located serves as a significant moderating variable,reflecting that the area where the school is located expands the ability difference brought by family background.(4)For cross-layer interactions,urban schools can effectively enhance the impact of teacher titles on students' cognitive and non-cognitive abilities.Schools in cities and towns have a positive effect on enhancing self-education expectations and affecting individuals 'non-cognitive abilities.The area where the school is located has a positive regulating effect on the school's administrative level and the students' noncognitive ability.Urban schools have a positive effect on strengthening the per capita financial allocation to affect students' cognitive ability.Schools in cities and towns have a positive effect on weakening gender and affecting students' cognitive abilities,thereby reducing the unfairness of educational outcomes.