Statistical Analysis Of The Level Of Compulsory Education And Its Ability To Improve In Different Regions Of China

Compulsory education reform is in the priority position of reform and opening up.China has always emphasized deepening reform and promoting educational equity.The Law on Compulsory Education promulgated on September 1,2006,as amended,clearly stipulates that "no tuition or miscellaneous fees shall be charged for the implementation of compulsory education".Based on this background,this paper studied the compulsory education level in 31 provinces,autonomous regions and municipalities before and after the implementation of that policy,taking 2005 as the basis period and 2018 as the current period.The results show a similarity:the eastern region is much higher than the central and western regions,and the basic level of compulsory education is high in regions where the current level is still high,and the education level is greatly affected by regional and economic factors.Further analysis of the ability to improve the level of compulsory education shows that the results are just opposite:the western region is faster,the central region is second,and the eastern region is the last.From the perspective of input and output,a large number of educational investment in regions did not get the maximum output,and the degree of redundancy was too high.High quality teacher resources are fully utilized,and the degree of redundancy in all districts is very small.The retention rate of compulsory education and the enrollment rate of junior middle school graduates in the vast majority of regions did not show any shortage of output,and the overall performance was good.In this regard,several ideas are put forward to narrow the gap in compulsory education:speeding up the urbanization process in central and western regions,strengthening the main responsibility of local governments,rationalizing the allocation of resources,and making full use of Internet resources.The specific analysis process can be divided into two steps.First step,using principal component analysis,factor analysis method,respectively for 2005 years,2018 years of compulsory education level.And although the results of the two methods are different,but they all make sense,thus introducing Kendall-w Concorde coefficient for both test results.The result obtained is of consistency to the conclusion that,so,use of combination evaluation thought,both average results,get a more accurate and comprehensive evaluation results.In the second step,the data envelopment analysis method(DEA)is used to measure the ability of improving the level of compulsory education in each region,in which the output-oriented comprehensive technical efficiency model(CCR model)and pure technical efficiency model(BCC model)are selected by combining theory with practice to obtain the situation of input redundancy and output deficiency.