Variations of “Large Class Size” in Chinese Elementary Schools and Analysis of Policy Factors

Xingping ZHOU, Yan HU, Xuan HE


This research aims to analyze variations of “large class size” in Chinese elementary schools and the influences of education policies on it. Through SPSS21.0, Independent-Samples T Test is adopted to analyze the continuous eleven years” data in “Chinese Educational Statistics Yearbook (2001-2011)”, and the findings are as follows. Firstly, the number of “large class size” in elementary schools presents obvious variations. Secondly, the absolute number of “large class size” in elementary schools shows large fluctuations, while the proportion of “large class size” in elementary schools constantly increases. Thirdly, obvious variations appear in the spatial distribution of the number of “large class size” in elementary schools. “Large class size” in elementary schools has already transferred from urban and rural areas to counties and towns, and the number and proportion of “large class size” in elementary schools in counties and towns has exceeded the sum of that in urban and rural areas. Fourthly, variations of “large class size” in elementary schools result from “closing and merging schools” policy and “two priorities” policy in China.


Large class size; Elementary schools; New trend; Education policy

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