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

Abstract

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.