Early education policy in China: Reducing regional and socioeconomic disparities in preschool attendance

• Published in: Early childhood research quarterly 2020-01, Vol.53, p.11-22
• Main Authors: Su, Yufen, Lau, Carrie, Rao, Nirmala
• Format: Article
• Language: English
• Subjects: China; Educational policy; Preschool attendance; Regional disparity; Socioeconomic disparity
• ISSN: 0885-2006; 1873-7706
• DOI: 10.1016/j.ecresq.2020.02.001

•A national policy to increase preschool attendance was implemented in 2010 in China and preschool attendance rates increased after 2010.•Regional and socioeconomic disparities in preschool attendance rates decreased between 2010 and 2016.•Urbanicity, parental education, and family income predicted preschool attendance.•3-year-olds had lower preschool attendance rates than 4- to 6-year-olds. In China, enhancing preschool attendance has been an education policy priority since 2010. This study describes trends in preschool attendance and examines the associations among family socioeconomic status, geographic region of residence, and preschool attendance, from 2010 to 2016. This was done by examining parent-reported data on 9271 three- to six-year-olds from the China Family Panel Studies (CFPS, waves 2010, 2012, 2014, and 2016) nationwide survey. Analyses indicated that preschool attendance rates for three- to six-year-olds increased from 59.34% to 66.33%, and that increases were larger for rural areas and for the less developed Western region (15.27% and 12.71%, respectively). There were also decreases in both regional disparities and gaps in attendance rates between children of more educated mothers and those whose mothers were less educated. Logistic estimates indicated that children who were younger, of mothers with relatively lower educational levels, from lower-income families, and from less economically developed areas were still less likely than other children to attend preschools after the policy. The use of grandparental childcare and parental expectations for children's education were also associated with preschool attendance. Implications of the findings for early education policy are discussed.