The Impact Of School Resource Conditions On Students' Academic Performance In Primary And Secondary Schools

The academic performance of primary and secondary school students is the result achieved by primary and secondary school students after studying in school for a period of time.It is a reflection of students’ mastery of subject knowledge and an important indicator of the quality of school education.School resources are the basis to ensure the normal conduct of education and teaching activities in schools,as well as the guarantee conditions for students to obtain academic performance.Scholars at home and abroad have conducted research on the relationship between school resource conditions and student academic performance,and have found that there is more or less correlation between school resources and student performance,but what kind of correlation exists between the two Existing research has not yet reached a consensus conclusion.However,the existing empirical research often selects indicators from the three areas of school personnel,finance,and materials,and in terms of specific indicator selection,it is more biased towards tangible resource indicators,ignoring the role of intangible resources.In addition,compared with foreign studies,the relevant data of Chinese schools is more difficult to obtain,and the corresponding empirical studies are less.Existing studies cannot simply compare the results of different studies due to the different data,methods,models,etc.This has led to a lack of the best evidence of robustness in improving the process and efficiency of school resource input,which has affected the scientific and targeted nature of decision-making.Therefore,using a more scientific and comprehensive method to study the relationship between school resources and student performance in our country,and synthesizing existing research results,will help us to understand the relationship between the two in more detail and comprehensively.We provide "best evidence" from China for theoretical research in this area.The dissertation first uses meta-analysis to synthesize the existing relevant literature in China,and explores the impact of school resources investment in China on student performance and how it affects in order to better understand the relevant influencing factors and possible mechanisms.Secondly,based on the results of the meta-analysis,the input variables are selected.Based on the compulsory education academic quality monitoring data and education development data of Jiangsu Province,based on the theory of educational production function,a two-level linear model of students and schools is constructed.The relationship between schoolresources conditions and student performance.The above research found that there is a significant relationship between school resource conditions and student performance,and this relationship varies between different regions,different education stages,and different disciplines.It is also found that the background of school students as a symbol of school hierarchy has a significant positive impact on student performance.The better the background of the student’s school,the better the student’s performance.Therefore,this article proposes: First,on the basis of ensuring that schools achieve standardized construction,appropriately adjust the focus and direction of school resources investment at different stages of education and between different regions;second,While attaching importance to the tangible resources of the school,we must also pay attention to the influence of the school’s intangible resources and create a good school atmosphere.Third,the allocation of resources must be fair,pay attention to differences between different classes,and avoid the "Matthew Effect".