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Children born in July and August: a study on the age regulation in primary school and student’s education access and development

机译:7月和8月出生的孩子:关于小学年龄调节和学生受教育程度与发展的研究

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Abstract This paper discusses at the microlevel the educational inequality resulting from the cutoff birthdate regulation in the current primary school admission system. According to our research, among the students who enroll in school, students born in July and August display a relative disadvantage and adaptive difficulties in the construction of self-identity and study ability when compared with those born in September and October. Students born between November and June in the following year have mid-level performance. Moreover, this effect is accumulative. With regard to acquiring educational resources, students born in July and August show the lowest possibility of getting into the key senior middle schools, 16.7–22.8?% lower than the rest of the student population, while the possibility of being admitted to vocational school is the highest, 54.2–60.8?% higher than the others. This disadvantage is more prominent among male students. Our study also shows that the above effect is very strong and cannot be effectively suppressed by the socioeconomic factors. The “July/August pitfall” appears to be insurmountable.
机译:摘要本文从微观角度探讨了当前小学入学制度中截止日期的规定导致的教育不平等。根据我们的研究,在入学的学生中,与9月和10月出生的学生相比,7月和8月出生的学生在自我认同和学习能力的构建方面相对较弱,适应困难。次年11月至次年6月之间出生的学生具有中等水平的表现。而且,这种效果是累积的。在获取教育资源方面,7月和8月出生的学生进入重点高中的可能性最低,比其余学生低16.7–22.8%,而被职业学校录取的可能性则更低。最高,比其他人高54.2–60.8%。这种劣势在男学生中更为突出。我们的研究还表明,上述效果非常强,不能被社会经济因素有效地抑制。 “七月/八月陷阱”似乎是无法克服的。

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