信息技术利用能否促进义务教育结果公平?——基于无条件分位数回归及其分解的异质性检验  

Can the Use of Information Technology Promote the Fairness Results of Compulsory Education?:A Heterogeneity Test Based on Unconditional Quantile Regression and Its Decomposition

作　　者：方超[1] FANG Chao(School of Public Administration,Nanjing University of Finance and Economics,Nanjing Jiangsu 210023,China)

机构地区：[1]南京财经大学公共管理学院,江苏南京210023

出　　处：《苏州大学学报（教育科学版）》2022年第1期104-118,共15页Journal of Soochow University(Educational Science Edition)

基　　金：国家社会科学基金项目“教育结果公平视角下贫困家庭子女的义务教育补偿机制研究”(项目编号:CFA200249)的阶段性研究成果。

摘　　要：研究利用中国教育追踪调查数据,实证检验了信息技术利用及其异质性特征对义务教育结果不平等的影响。结果显示:利用普通最小二乘法及其分解技术,发现信息技术利用能将学生义务教育结果表现提高0.147个标准分,家庭与个体特征共同决定了义务教育结果不平等的均值差异;利用条件分位数回归及其分解技术,揭示了信息技术的异质性特征呈倒N型变化趋势,能够被解释的特征因素是义务教育结果不平等的决定因素;利用无条件分位数回归及其分解技术,发现义务教育结果不平等具有“黏地板效应”的鲜明特征,但信息技术利用及其异质性特征有助于促进义务教育结果公平。Based on the data of CEPS,this paper empirically tests the heterogeneity of information technology and its impact on the inequality of compulsory education results.It is indicated that information technology can improve the performance of compulsory education results by 0.147 standard points,while the family and individual characteristics jointly determine the average difference of inequality of compulsory education results by using the method of OLS and its decomposition;It is revealed that the heterogeneity of information technology in an inverted n-shape,while the characteristic factors can be explained are the determinants of the inequality of compulsory education results by using the method of CQR and its decomposition;It is found that the inequality of compulsory education results has the distinct characteristics of“sticky floor effect”,while the utilization of information technology and its heterogeneity help to promote the fairness of compulsory education results by using the method of UQR and its decomposition.

关 键 词：信息技术 义务教育结果公平 无条件分位数回归 黏地板效应 认知能力发展 

分 类 号：G434[文化科学—教育学]