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    Does a Test-Driven Education System Fulfill General Education Expectations? A Study on the National College Entrance Exam in China

    Cover for Does a Test-Driven Education System Fulfill General Education Expectations? A Study on the National College Entrance Exam in China
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    Creator
    Wang, Yijia
    Advisor
    Wise, Andrew
    Abstract
    Since 1977, the National College Entrance Exam (NCEE) has dominated China’s educational system and has turned the purpose of education to test preparation. The system overshadows every household. In theory, the existing literature suggests that increases in public education investment helps economic development and social stability. I intend to examine, after several decades, whether China’s test-driven educational system brings the suggesting educational returns to society. I use criminal cases and traffic incidents as my proxy for social stability, and consumption level as my proxy for economic wellbeing. The NCEE enrollment rate is the independent variable of interest in my models. The results support that a higher NCEE enrollment rate has a positive effect on crime reduction and consumption level. Therefore, the test-driven system still serves the general purpose of education. However, given several violent cases reflecting the tension between students and teachers, there are problems under the system that quantitative models cannot fully capture. I suggest reforming the NCEE by adding additional virtue modules in the exam and involving higher education institutions in the design process.
    Description
    M.P.P.
    Permanent Link
    http://hdl.handle.net/10822/1059584
    Date Published
    2020
    Subject
    Public policy; Public policy;
    Type
    thesis
    Publisher
    Georgetown University
    Extent
    38 leaves
    Collections
    • Graduate Theses and Dissertations - Public Policy
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    Georgetown University Seal
    ©2009 - 2023 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility