Child Minority Subsidy and Learning Gap: A Verification of Practical Effect of Positive Discrimination’s Policy
The retrospective survey data for 876 elementary students in Grade 5 were used to discuss the difference between children’s pre-school cognitive ability and academic achievement at the Grade 5 level in this study. The findings show that students who came from a poor family, or who received subsidies for disadvantaged children, have significantly lower cognitive ability and academic achievement. In addition, students from poorer families are more inclined to study in public kindergarten in the pre-school stage, having studying in kindergarten for fewer years, and having less opportunities to attend cram schools or after-school talent class. On the other hand, poor parents have less ability to accompany children’s learning or buy books for them, let alone leading children to engage literary and artistic activities. Thus, the family education resources are obviously inadequate, which contribute to lower cognitive ability of children in kindergarten, and lead to less chance to achieve high academic performance at the Grade 5. Nevertheless, the students who receive subsidies still tend to study in public kindergartens. Before entering elementary school, parents rarely teach children and have no ability to buy books, thus children’s cognitive ability development is slower than those without subsidies, and leading to children’s poorer academic achievement at the Grade 5.
|關鍵詞||幼兒認知能力、家庭貧困、弱勢補助、積極差別待遇理念、學業成績、pre-school children’s cognitive capacity、poverty family、minority subsidy、positive discrimination、academic achievement|
|書評：Enhancing Teaching Practice in Higher Education|