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本文对比分析了农村小学布局调整前后学生上学距离的变化和学习成绩的变化情况,通过建立学习成绩变化的影响因素倍差分析模型(DID),利用陕西省6区县、12乡镇、36所完全小学2002年和2006年的截面数据,对农村小学布局调整后上学距离的改变如何影响学生成绩作了实证分析。模型的估计结果表明,距离的增加对学习成绩的提高并未产生负面影响,距离的增加对山区学生提高学习成绩作用显著,距离增加与上学距离变远的男学生、步行上学的学生、在家住宿的走读生等学习成绩的提高负相关,但在统计上并不显著。
This paper comparatively analyzes the change of schooling distance and the change of academic record before and after the adjustment of rural primary school layout. Through the establishment of the double factor analysis model (DID) of change of academic achievement, using 6 districts and counties in Shaanxi Province, 12 towns and 36 complete The cross-sectional data of primary and secondary schools in 2002 and 2006 made an empirical analysis on how the change of schooling distance after school layout in rural primary schools affected students’ performance. The model’s estimation results show that the increase of distance has no negative effect on the improvement of academic performance. The increase of distance has a significant effect on improving students’ academic performance in mountainous areas. The male students who distanced themselves from the distance to go to school, students walking to school, staying at home Of students and other students to improve the academic performance of negative correlation, but not statistically significant.