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提升教育水平、缩小城乡收入差距是社会、家庭和个人的共同目标。本文采用CFPS2014年的数据,考虑可能影响居民教育成就的个体特征、能力特征、家庭环境等个体异质性变量,建立多元Ordered Logit模型验证教育成就是否存在城乡差异。在此基础上,运用倾向值匹配法分析城乡二元户籍制度下不同教育成就分别对城乡居民产生多大的收入差异。研究发现:考虑个体异质性变量后,居民教育成就依然存在城乡差异,各阶段教育成就产生的收入差异有很大差别;高中教育产生的收入差异最低,高中教育对农村居民产生的收入差异仅为义务教育的20.9%;高等教育产生的收入差异最高,远高于高中教育。为缩小我国城乡教育差距和收入差距,本文提出教育资源应向农村地区倾斜、贫困家庭鼓励子女接受教育和完善高校助贫体系的政策建议。
Improving education and narrowing the income gap between urban and rural areas are the common goals of society, families and individuals. This paper uses the CFPS 2014 data to consider the individual heterogeneity variables that may affect the educational achievement of residents, and to establish the multivariate Ordered Logit model to verify the existence of urban-rural differences in educational achievement. On this basis, we use the propensity-value matching method to analyze the difference in income between urban and rural residents under the dual household registration system. The study found that: After considering individual heterogeneity variables, there are still urban-rural differences in the achievements of residents’ education, and there are great differences in incomes among different stages of educational achievement. The differences in incomes caused by high school education are the lowest. 20.9% of compulsory education; higher education generated the highest income differences, far higher than the high school education. In order to narrow the gap between urban and rural education and income gap in our country, this paper puts forward the policy suggestions that educational resources should be inclined to rural areas, poor families should encourage their children to receive education and perfect the poverty alleviation system in colleges and universities.