Abstract
Abstract
A multilevel analysis of the effects of school resource variables and educational process variables on math study outcomes for fourth grade students revealed that in regions of Eastern China that have long required nine years of compulsory education, there are significant differences in math scores between schools and between cities and villages; in student interest and self-confidence, also, there are significant differences between schools. It was found that the effects on student scores, interest in study and self-confidence associated with instructional and teaching processes were greater than effects associated with school resources. These results remind us that resources are not omnipotent in promoting equity in educational outcomes. Rather, it is more important to bring about improvements in school management, organizational forms of teaching, student evaluation methods, teacher-student relationships, and schools’ attractiveness to students.