Chengdu Primary and Secondary Schools under the Policy of “Double Reduction”

Abstract

China's “double reduction” education policy is a relatively new statewide movement. There is still a gap in understanding of the policy, such as expectations and the empirical research due to the early stages of policy implementation. This study identifies the cognitive structure of the policy and uses the existing literature for implications that relate to the two goals of “double reduction” – reduce workload both at school and external tutoring. In addition, it identifies some of the concerns at the preliminary stage of implementation in schools, using the content analysis of the Ministry of Education of the People's Republic of China (2022) and interviews with relevant stakeholders. The findings identify education ecology and student centralism as essential concepts in a double reduction for guiding behavioural commitments for improving students' quality of life in the educational process. Aside from document content analysis and in-depth interviews, the 306 valid survey return provides statistical evidence that demonstrates four key predictors that influence student workload reduction and off-campus workload reduction: exam pressure reduction, increased homework accuracy, improved work content rationality, and decreased extracurricular training. This study suggests a theoretical structure for future survey-based research and a questionnaire design based on the research findings. The current literature clarifies the findings, positions them, and offers theoretical and practical consequences.