PEDAGOGIC REFLECTIONS ON CHINESE EQUITY ISSUES: INVESTIGATING DISPARATE PERFORMANCE OUTCOMES IN PRIMARY MATHEMATICS

Abstract

In recent years a considerable literature has accumulated to reveal that the education of Chinese migrant children in urban settings remains segregated predominantly in migrant schools, while migrant students with high socioeconomic status have mainly become integrated with urban students in public schools. This study is concerned to compare and contrast academic performance indicators which characterize migrant students in segregated schools, as opposed to integrated schools. Results of the study reveal that the mathematics performance levels of migrant children segregated in migrant schools exhibit an increasing gap in achievement, compared to migrant children attending public schools. The implications of these disparities and inequities are discussed, with an aim to encouraging policy makers to recognize that reform of the segregation patterns for Chinese migrant students is clearly imperative.

Keywords: China, segregation, mathematics achievement, migrant children

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