Does the innovation of double reduction policy in China mitigate the academic learning and performance gap developed by socio-economic status for the pupils at secondary provision

Key Points

• The double reduction policy aims to equalize academic performance among pupils, addressing socio-economic disparities.
• Evidence suggests that socio-economic status significantly influences learning gaps among secondary education pupils.
• Analysis of policy impact within secondary education reveals trends in academic performance improvement.
• This implies the need for continued evaluation of educational interventions to tackle socio-economic inequalities.