“超级中学”公平与效率的实证研究——以K大学学生学业表现为例  

The Impact of “Super-High School” on Educational Equity and Efficiency: An Empirical Study based on Undergraduates Academic Performance Data of University K

作　　者：黄晓婷[1] 关可心[1] 熊光辉[2] 陈虎[3] 卢晓东[4] 

机构地区：[1]北京大学中国教育财政科学研究所 [2]北京大学招生办公室 [3]北京大学教务部基地办公室 [4]北京大学教务部

出　　处：《教育学术月刊》2016年第5期32-37,共6页Education Research Monthly

摘　　要：以K大学2005-2009年连续5年的学生数据为例,从中学毕业生在大学的后续发展角度对超级中学的公平与效率进行研究。结果表明,K大学五年在全国2082所生源中学中可以标识出84所超级中学,超级中学平均占有本省K大录取计划的14.4%,是省内平均占比的9.4倍,其中占比最低的为省平均的4倍,最高竟达22.8倍。五年间超级中学占K大录取人数比例逐步由2005年的35.4%提高到2009年43.8%。在高考和自主招生两大录取机制下,K大录取名额向超级中学集中的情况持续加剧,各省中学间的均衡逐渐被破坏。来自超级中学的学生中,农村户籍比例远低于一般中学。另一方面,多元回归分析显示,在性别、户籍类型和录取类型相同的学生中,超级中学毕业生的学业表现与一般中学相比并未显示出明显优势。超级中学确实在应试以外的学习能力培养方面不够超级,其教育本身并未给其学生增添更多潜质。一流大学入学机会过度集中在超级中学,在损害各省高中发展生态均衡同时,也未能提高大学人才选拔效率。This study investigated the impact of ＂super high school＂ on educational equity and efficiency by analyzing student academic performance and other data from 2005-2009 in university K. Results showed that among the 2082 high schools where all students came from, 84 were flagged as ＂super high school＂ in China. On average, each ＂super high school＂ accounted for 14.4% of the students in their province entering university K,which was 9.4 times their province mean. During the five years, the slots taken by these schools increased from35.4% to 43.8%. Both ＂Gao Kao＂ and independent recruitment continued to admit more and more students from super high schools. In addition, far lower percentage of students had rural residency in super high schools than other common schools. Moreover, this regression analysis indicated that students from super high schools did not perform much better in academic aspect than those from other common schools in their first year in college after gender, admission type and residency type were controlled. Hence, these super high schools were not only harmful to the ecological health of educational system but also failed to increase university ’s recruiting efficiency.

关 键 词：基础教育均衡 高中教育质量 一流大学 高考 自主招生 学业表现 

分 类 号：G40-058[文化科学—教育学原理]