Statistically Based Assessment and Decision-Making in Preschool Education

Abstract

Preschool education is the beginning of lifelong learning, an important part of the national educational system, and an important social welfare undertaking. At the same time, as an important public service, preschool education is an important task to realize the adjustment of income redistribution to ensure that its financial investment is in line with fairness. Since 2010, the preschool educational policy in China has clearly been tilted toward rural areas and poverty-stricken areas in the central and western regions. Based on the 2010–2020 China Education Statistical Yearbook data, this study monitors and measures the completion of the formal goals put forward in the policy document and evaluates the effectiveness of the policy based on the comparison of the development levels of preschool education in urban areas, townships, and rural areas in China. The results show that under the effect of preferential policies, preschool educational resources at the township level in China have rapidly expanded and the level of popularization has improved; the number of township kindergarten teachers has been supplemented, and the educational level has been significantly improved. But at the same time, it is found that the advantages of inclusive preschool educational resources in areas with preferential policies are not obvious; inclusive preschool educational resources are obviously insufficient; and the proportion of children studying in private kindergartens is increasing year by year. The number of kindergarten teachers is still in short supply, and the ratio of students to teachers in rural kindergartens is much higher than in urban areas. The gap in teacher levels is still very large.