References
[1]. State Council of the People's Republic of China. (2021). Opinions on further reducing the burden of homework and off-campus training for students in compulsory education. http://www.gov.cn/zhengce/2021-07/24/content_5627132.htm
[2]. Heckman, J. J., & Lochner, L. J. (2000). Rethinking myths about education and training: Understanding the sources of skill formation in a modern economy. In S. Danziger & J. Waldfogel (Eds.), Securing the future: Investing in children from birth to college (pp. 47–83). Russell Sage Foundation.
[3]. Ministry of Education of the People’s Republic of China. (2022). China Education Statistics Yearbook 2021. People’s Education Press. [In Chinese].
[4]. Hanushek, E. A. (2003). The failure of input-based schooling policies. The Economic Journal, 113(485), F64–F98. https://doi.org/10.1111/1468-0297.00099
[5]. Lu, M., & Zhang, Y. (2022). Efficiency lock-in and education resource allocation in underdeveloped regions. Journal of China Education Development, 12(3), 45–59. [In Chinese].
[6]. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. https://unesdoc.unesco.org/ark:/48223/pf0000373718
[7]. Loyalka, P., Sylvia, S., Liu, C., Chu, J., & Rozelle, S. (2019). Pay by design: Teacher performance pay design and the distribution of student achievement. Journal of Labor Economics, 37(3), 621–662. https://doi.org/10.1086/701935
[8]. World Bank. (2020). World development report 2018: Learning to realize education’s promise. World Bank Publications. https://doi.org/10.1596/978-1-4648-1096-1
[9]. Lareau, A. (2011). Unequal childhoods: Class, race, and family life (2nd ed.). University of California Press.
[10]. Tsinghua University Center for Basic Education Quality Monitoring. (2023). Survey report on the implementation of the Double Reduction policy in pilot provinces. [Unpublished internal report].
[11]. Shi, Y., & Liu, C. (2021). The impact of the “Double Reduction” policy on non-cognitive skill development in primary school students. Journal of Educational Development, 18(4), 33–49. [In Chinese].
[12]. Gutman, L. M., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. Education Endowment Foundation. https://educationendowmentfoundation.org.uk
[13]. Chinese Academy of Educational Sciences. (2022). Annual report on basic education reform in China. [Unpublished internal report]. [In Chinese].
[14]. Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. https://doi.org/10.3102/00346543076002173
[15]. Zhao, Y., & Wang, Q. (2022). Teacher workload and professional identity under the Double Reduction policy. Contemporary Education Review, 14(2), 76–91. [In Chinese].
[16]. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
[17]. Tan, C. (2020). Policy implementation and local discretion in Chinese education governance. International Journal of Educational Development, 78, 102249. https://doi.org/10.1016/j.ijedudev.2020.102249
[18]. Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making schools work: New evidence on accountability reforms. The World Bank. https://doi.org/10.1596/978-0-8213-8679-8
[19]. Andrews, M., Pritchett, L., & Woolcock, M. (2017). Building state capability: Evidence, analysis, action. Oxford University Press.
[20]. Lavy, V. (2009). Performance pay and teachers’ effort, productivity, and grading ethics. American Economic Review, 99(5), 1979–2011. https://doi.org/10.1257/aer.99.5.1979
[21]. Author-collected data based on local reports by Shanghai Municipal Education Commission. (2022). [Unpublished internal source].
[22]. China Development Research Foundation. (2022). Survey on the impact of Double Reduction policy on family education investment. [Unpublished internal report].
[23]. Schelling, T. C. (1978). Micromotives and macrobehavior. W. W. Norton & Company.
[24]. Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.
Cite this article
Xie,X. (2025). Redistribution, Incentives, and Educational Equity: An Institutional Economics Perspective on China's “Double Reduction” Policy. Advances in Economics, Management and Political Sciences,191,10-16.
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References
[1]. State Council of the People's Republic of China. (2021). Opinions on further reducing the burden of homework and off-campus training for students in compulsory education. http://www.gov.cn/zhengce/2021-07/24/content_5627132.htm
[2]. Heckman, J. J., & Lochner, L. J. (2000). Rethinking myths about education and training: Understanding the sources of skill formation in a modern economy. In S. Danziger & J. Waldfogel (Eds.), Securing the future: Investing in children from birth to college (pp. 47–83). Russell Sage Foundation.
[3]. Ministry of Education of the People’s Republic of China. (2022). China Education Statistics Yearbook 2021. People’s Education Press. [In Chinese].
[4]. Hanushek, E. A. (2003). The failure of input-based schooling policies. The Economic Journal, 113(485), F64–F98. https://doi.org/10.1111/1468-0297.00099
[5]. Lu, M., & Zhang, Y. (2022). Efficiency lock-in and education resource allocation in underdeveloped regions. Journal of China Education Development, 12(3), 45–59. [In Chinese].
[6]. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. https://unesdoc.unesco.org/ark:/48223/pf0000373718
[7]. Loyalka, P., Sylvia, S., Liu, C., Chu, J., & Rozelle, S. (2019). Pay by design: Teacher performance pay design and the distribution of student achievement. Journal of Labor Economics, 37(3), 621–662. https://doi.org/10.1086/701935
[8]. World Bank. (2020). World development report 2018: Learning to realize education’s promise. World Bank Publications. https://doi.org/10.1596/978-1-4648-1096-1
[9]. Lareau, A. (2011). Unequal childhoods: Class, race, and family life (2nd ed.). University of California Press.
[10]. Tsinghua University Center for Basic Education Quality Monitoring. (2023). Survey report on the implementation of the Double Reduction policy in pilot provinces. [Unpublished internal report].
[11]. Shi, Y., & Liu, C. (2021). The impact of the “Double Reduction” policy on non-cognitive skill development in primary school students. Journal of Educational Development, 18(4), 33–49. [In Chinese].
[12]. Gutman, L. M., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. Education Endowment Foundation. https://educationendowmentfoundation.org.uk
[13]. Chinese Academy of Educational Sciences. (2022). Annual report on basic education reform in China. [Unpublished internal report]. [In Chinese].
[14]. Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. https://doi.org/10.3102/00346543076002173
[15]. Zhao, Y., & Wang, Q. (2022). Teacher workload and professional identity under the Double Reduction policy. Contemporary Education Review, 14(2), 76–91. [In Chinese].
[16]. Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
[17]. Tan, C. (2020). Policy implementation and local discretion in Chinese education governance. International Journal of Educational Development, 78, 102249. https://doi.org/10.1016/j.ijedudev.2020.102249
[18]. Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making schools work: New evidence on accountability reforms. The World Bank. https://doi.org/10.1596/978-0-8213-8679-8
[19]. Andrews, M., Pritchett, L., & Woolcock, M. (2017). Building state capability: Evidence, analysis, action. Oxford University Press.
[20]. Lavy, V. (2009). Performance pay and teachers’ effort, productivity, and grading ethics. American Economic Review, 99(5), 1979–2011. https://doi.org/10.1257/aer.99.5.1979
[21]. Author-collected data based on local reports by Shanghai Municipal Education Commission. (2022). [Unpublished internal source].
[22]. China Development Research Foundation. (2022). Survey on the impact of Double Reduction policy on family education investment. [Unpublished internal report].
[23]. Schelling, T. C. (1978). Micromotives and macrobehavior. W. W. Norton & Company.
[24]. Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.