An Exploratory Study on the Impact of Multi-School Zoning Policy on Educational Equity

Boheng Hu

doi:10.54254/2753-7048/2025.21813

Research Article

Open access

Published on 7 April 2025

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Hu,B. (2025). An Exploratory Study on the Impact of Multi-School Zoning Policy on Educational Equity. Lecture Notes in Education Psychology and Public Media,89,30-39.

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An Exploratory Study on the Impact of Multi-School Zoning Policy on Educational Equity

Boheng Hu *^,1,

¹ Beijing No.2 Middle School

* Author to whom correspondence should be addressed.

https://doi.org/10.54254/2753-7048/2025.21813

Abstract

In order to explore the impact of the multi-school zoning policy on the level of educational equity, this article uses a questionnaire survey to collect data on parents’ demographics, perception of the policy, its impact, satisfaction levels, and suggestions for improvement. The study finds that the multi-school zoning policy has improved the equitable allocation of educational resources to a certain extent, alleviated the pressure on popular schools, and increased the quality of education in other schools. However, there are also some problems during its implementation. For example, parents’ satisfaction with school choice is low, and some parents believe that the multi-school zoning policy does not fairly consider the interests of all students. Based on the survey results, this article puts forward some recommendations for improving the multi-school zoning policy, with the aim of further promoting educational equity.

Keywords

Multi-school zoning, educational equity, questionnaire survey, policy impact, satisfaction evaluation

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Cite this article

Hu,B. (2025). An Exploratory Study on the Impact of Multi-School Zoning Policy on Educational Equity. Lecture Notes in Education Psychology and Public Media,89,30-39.

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About volume

Volume title: Proceedings of the 6th International Conference on Education Innovation and Philosophical Inquiries

Conference website: https://www.iceipi.org/

ISBN：978-1-80590-038-2(Print) / 978-1-80590-037-5(Online)

Conference date: 20 August 2025

Editor：Mallen Enrique

Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.89

ISSN：2753-7048(Print) / 2753-7056(Online)

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