“Attending Nearby Schools” in Central Beijing: Influencing Factors and the Policy Distortion

Abstract

Abstract:Whether the principle of 'attending nearby schools' is an obligation or an option makes a big difference in promoting education equity. This paper explores how the setting up of a de jure catchment area together with other complex socio-economic factors in China's context distorted the initiative intention of 'attending nearby schools', via a case study of Xicheng District in central Beijing where quality public schools are concentrated and their catchment areas were accurately divided. With the unbalanced distribution of basic education resources formed by history, the remaining controversial hukou system, and the rapid urban and social transformations increasing parental choice, a contradiction exists within the Chinese public school enrolment system where the admission right is directly bound up with residential registration (hukou): an emphasis of equal access to basic education, but an opposite outcome. In order to reveal the causes and effects of the 'attending nearby schools' policy in practice, the paper illustrates the spatial pattern of de jure school catchment areas by GIS-based mapping, explores the relationship in demographics classified by hukou status between the schools and catchments and collected representative opinions among residents on the policy implementation through semi-structured in-depth interviews. By explaining the disparity between school composition and the residential pattern of typical catchments with the choice behaviours of nonnative/native groups, the paper discusses the legitimacy underlying the current enrolment system and makes suggestions for future reform.

A geodemographic classification of sub-districts to identify education inequality in Central Beijing

“…The school district is one of the most important units associated with this policy and is based on the household registration system. Its boundaries are usually consistent with sub-district administrative boundaries and it is specified as a legal spatial range for enrolment containing several primary schools and middle schools (Bi and Zhang, 2016). In Beijing, primary schools are supposed to enrol children who live within or whose hukou is within their attendance zones (Zheng et al, 2015).…”

“…In Beijing, primary schools are supposed to enrol children who live within or whose hukou is within their attendance zones (Zheng et al, 2015). Thus, in China, there is a two-tier system for primary education: school attendance zones are located within each school district (Bi and Zhang, 2016) (Fig. 1).…”

“…Combined with the recent termination of the 'one child' policy (Bi and Zhang, 2016), many cities, especially mega cities such as Beijing, are facing massive challenges in the provision of education services for the children of in-migrants (Zhang, 2011) as well as those of deprived native residents (Bi and Zhang, 2016). Since education resources are inadequate, local governments need to ensure that additional resources are directed to those in greatest need.…”

What determines pupils’ travel distance to school in China? A multilevel analysis of educational access in Beijing

“…Ball et al (1995) pointed out that middle-class households are able and willing to travel longer distances to assess better educational opportunities compared to working-class families. Bi and Zhang (2016) also found the most 'powerful' natives or non-natives tend to actively choose quality schools without necessarily living within the catchment area. Hamnett and Butler (2013) suggest that advantaged parents in east London not only seek out quality schools but also avoid schools with a higher proportion of pupils from disadvantaged backgrounds.…”

Editorial Introduction

“…The fourth paper of this issue, by Bi and Zhang (2016), looks at the influencing factors and policy distortions of school zoning areas in central Beijing using GIS mapping, survey and interview methods. The study identifies a contradiction within the Chinese public school enrolment system, where students may or may not be actually residing within the designated school zones and discusses the legitimacy underlying the current enrolment system.…”