Rural migrant concentration and performance inequality in Chinese middle schools
A machine learning approach
Datos Bibliográficos
| ID | 6436699 |
|---|---|
| Autores | Hanol Lee (0000-0003-2292-0919, Southwestern University of Finance and Economics, autor de correspondencia) |
| Año | 2025 |
| Volumen | 49 |
| Número | 3 |
| Páginas | 175-191 |
| Fecha de publicación | 2025-03-21 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Mathematical Sociology (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-250X • E-ISSN: 1545-5874 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0022250x.2025.2481371 |
| OpenAlex | W4408694009 |
| Idioma | EN |
| Referencias citadas | 22 |
Demographic economics · Economics · Inequality · Mathematical analysis · Mathematics education · Sociology · China's Ethnic Minorities and Relations · Computer Science · Global Educational Reforms and Inequalities · Mathematics · Psychology · School Choice and Performance
A simple method for measuring inequality
Separate and unequal
Quality of migrant schools in China
The education of migrant children in Shanghai
Parental support in education and social integration of migrant children in urban public schools in China
What drives the performance of Chinese urban and rural secondary schools
Peer discrimination toward rural migrant students and academic performance in urban China
Intra-national citizenship and dual-hukou strategies among migrant families in China
Assessing equal rights in obtaining urban public primary school services with case studies of Hangzhou in China
Perceived Discrimination and Subjective Well-being among Rural-to-Urban Migrants in China
Educational inequality and achievement disparity
A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education
Inequity and Excellence in Academic Performance
Classroom homogeneity and the distribution of student math performance
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |