新高考投档方式改革是否加剧高校内部专业生源质量的两极分化?-清华大学教育研究

文章信息/Info

Title:: Does the New College Entrance Examination Archives Submission Reform Aggravate the Enrollment Quality Differentiation of Majors within Universities?

Author(s):: WU Yu-chuan¹² DING Yan-qing² XU Rui³ LI Ju⁴; 1.Graduate School of Education, Peking University; 2.Institute of Economics of Education,Peking University; 3.Undergraduate Education, Peking University; 4.School of Public Finance and Taxation, Central University of Finance and Economics

Keywords:: new college entrance examination; archives submission reform; enrollment quality; differentiation

摘要:: 许多理论研究倾向于认为新高考投档方式改革会加剧高校内部专业生源质量的两极分化。本文在考生与高校双边匹配的框架内对“改革—考生行为—生校匹配”的影响传导机制进行理论分析,并基于2016-2021年全国18个省份的高考录取数据,采用双向固定效应模型回归分析发现,改革并没有加剧高校内部专业生源质量的分化。除此之外,两种投档方式改革模式均显著提升了高校上下限专业的生源质量,且专业平行志愿改革的提升效果相对更强;改革对不同高校群体生源质量的影响不同,如果以提升上下限专业生源质量为政策目标,专业平行志愿是更好的选择。

Abstract:: Many theoretical studies believe that the reform of archives submission in the new college entrance examination will aggravate the differentiation in the quality of new enrollments between majors within universities. In the framework of the bilateral matching between candidates and universities, this paper theoretically analyzes the influence transmission mechanism from the reform to candidates’ behaviors and the matching between candidates and universities. Applying a two-way fixed effect model on the data of college entrance examinations in 18 provinces from 2016 to 2021, we found that the reform does not aggravate the differentiation in the quality of enrollment between majors within universities. In addition, the two reforms of archives submission have significantly improved the enrollment quality of the top and bottom majors in universities, and the effect of the “parallel major” mechanism is relatively stronger. The influence of the reform on enrollment quality differs among different university groups. If the policy goal is to improve the enrollment quality of the top and bottom majors, the “parallel major” mechanism is a better choice.

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