THE DOUBLE REDUCTION POLICY & IMPACT ON STUDENT ACHIEVEMENT AND PARENTAL REACTIONS IN COMPULSORY EDUCATION IN DONGCHENG DISTRICT, BEIJING, CHINA

Abstrak

This paper examines the effects of China’s Double Reduction Policy (DRP) on student academic achievement and parental reactions in compulsory education within Dongcheng District, Beijing. Drawing on a mixed-methods study that combines survey data (n=320) and semi-structured interviews (n=12) with stakeholders, the research investigates variations in outcomes across socioeconomic groups, teacher preparedness, and school-level implementation. Quantitative analyses (ANOVA, multiple regression) assess changes in achievement and perceived academic readiness, while thematic analysis of interviews explores parental anxiety, adaptation strategies, and informal tutoring markets. Findings indicate heterogeneous impacts: some students report improved well-being and engagement after reduced homework and tutoring, whereas others — particularly those previously reliant on intensive tutoring — express concerns about academic preparedness. Evidence also points to emergent informal markets and unequal capacity across schools to provide in-school remediation, which risks exacerbating socioeconomic disparities. The study concludes that the DRP’s equity goals require targeted school support, teacher professional development, and mechanisms to monitor local implementation. The paper contributes district-level empirical evidence to debates on large-scale education reforms and offers policy recommendations to align wellbeing objectives with sustained academic outcomes.