Stage-Wise Educational Inequity and Policy Interventions for Migrant Children in Urban China

Educational inequality persists in China despite national educational reforms, particularly affecting migrant children’s schooling experiences. A key driver of these systemic and stage-based inequities is the hukou (household registration) system, alongside uneven local policy implementation. Migrant children in urban areas, especially those concentrated in high-density migrant communities, continue to face limited access to quality preschool, upper secondary, and higher education. This study examines how educational inequities manifest across different stages of schooling and evaluates discrepancies between policy intent and implementation across regions. A mixed-methods approach was employed, combining longitudinal data from the China Family Panel Studies (CFPS) (2010–2020) with qualitative analysis of national and municipal policy documents. Quantitative analyses assessed enrollment, dropout, and transition patterns across educational stages, regions, and migrant status. Qualitative coding examined policy dimensions including hukou-related access, funding mechanisms, Gaokao eligibility criteria determining access to China’s national college entrance examination and school integration measures. Findings indicate an overall increase in enrollment rates following policy reforms; however, persistent restrictions remain, particularly at the preschool and post-secondary levels. The study further reveals that although national and regional policies share common objectives, their localized implementation leads to uneven outcomes across cities. Financial, administrative, and social barriers continue to constrain equitable access and educational continuity for migrant children. These findings highlight the need for more coherent alignment between national policy goals and local execution to effectively reduce educational inequality.