Graduation Rates Research Articles

A milestone in the pursuit of gender equality: Predicting first women presidents in U.S. higher education institutions, 1980–2018

AbstractWhile women’s higher education enrollments and graduation rates have outpaced those of men in the United States and most countries around the world, women are less frequently included in academic leadership roles, including the higher education presidency. This paper asks what predicts whether and when a higher education institution has its first woman president, conceptualizing this event as a milestone of gender equality. We use a national probability sample of 234 four‐year U.S. universities and colleges, constructing a novel longitudinal dataset from 1980 to 2018. Employing event history analysis, we examine the potential mechanisms associated with when an institution has its first woman president over time. Our findings suggest that the demographic diversity of faculty and students, gender‐ and diversity‐supportive structures, and the broader environment in which institutions are embedded predict the likelihood that a woman will advance to the level of the presidency. In particular, the presence of gender studies programs and a higher proportion of women in state legislatures increase the likelihood that an institution will have its first woman president. At a time of growing challenges facing U.S. higher education, coupled with greater opportunities from having more diverse students and faculty, universities and colleges increasingly recognize the benefit of women leaders.

325 The Economic Impact of Pediatric and Adolescent Gunshot Wound Mortality

INTRODUCTION: Gunshot wounds (GSW) are the leading cause of pediatric/adolescent mortality in the United States. The total economic impact of lost productivity has not been previously quantified. METHODS: The CDC WONDER database was utilized to document GSW fatalities of individuals 19 years and younger between 2001-2021. The weighted net present value (NPV) of potential future lost income for each child was calculated based on the Social Security Administration’s estimated NPV of lifetime earnings at age 20, using a 4% discount rate, and factoring in updated US census data on education status, graduation rates, and wage-gaps. Each year’s total lost income was adjusted to 2022 USD using the CPI-W. Sensitivity analysis tested the robustness of our model parameters’ variability on our model results. RESULTS: 64,503 total pediatric/adolescent GSW mortalities have occurred since 2001. Total estimated NPV income loss in 2022 USD is $58.78 Billion. This correlates with an estimated loss to Social Security of $7.29 Billion. Sensitivity analyses found that changes in salary had the highest potential impact on the final outcomes. Overall, the worst-case income scenario (-20% change in base salary) showed an estimated $47 Billion economic loss in 2022 USD. A similar analysis for total pediatric mortality due to neurological disease showed an economic loss of $18.86 Billion. CONCLUSIONS: The economic impact of income lost due to pediatric GSW fatalities between 2001-2021 is estimated to be $58.78 billion, with minimum value of $47 billion after sensitivity analysis. This estimate likely undervalues the total economic impact of pediatric gun violence since it is based on median salaries and excludes medical treatment, long-term disability/morbidity, multiplier effects, or future offspring productivity. The total cost to society of pediatric GSW mortality significantly exceeds all neurologic-related mortality and is too high for physicians and policymakers to ignore.

First-Year College Achievement and Graduation Rates for Hispanic and Hispanic First-Generation Students

To increase persistence, many universities provide first-year seminars (FYS) for entering students. Although there have been consistent positive outcomes for FYS participants, many times, the research is based on short-term outcomes, or less rigorous analysis. This study assessed short- and long-term outcomes for Hispanic ( n = 456) and Hispanic first-generation students ( n = 350) who participated in a research-based academic FYS. FYS participants had significantly higher outcomes in first-term GPA, 1-year persistence and graduation rates.

Tracing Rwandan TVET Graduates’ Competences and Employability with their Potential Employers’ Satisfaction

The government of Rwanda set its development agenda with a focus on transforming the country from a predominantly agrarian to a knowledge-based and service-driven economy by the year 2020. The role of WDA in strengthening linkages between education and employment is imperative for sustainable economic development. However, the relationship between education and employment cannot be ascertained without conducting a tracer study. It’s against this background that a tracer study about the employment status of TVET graduates across the trades/ disciplines was needed to assess their employability and the employers’ levels of satisfaction with the graduates’ competencies in the various agencies where the latter are employed, an in-depth assessment of how graduates assess themselves concerning the relevance and quality of their training and the labor market demands and research-based recommendations on what curriculum changes TVET institutions could be adapted to enhance the competence and employability level of the TVET graduates. We found that the employment rate of IBT graduates was quite impressive, as 70.1% of the graduates were employed, and the average earning per month was 63,592 Rwf. In addition, findings reveal that most respondents (64.9%) reported having spent less or equal to 3 months before they got employment, 14.4% indicated 4-6 months, and 15.2% reported 7-12 months. Regarding employer satisfaction of IBT graduates, competencies, 90.6% noted that they were delighted with the graduates’ work. This directly implies their level of performance on the job. However, some of the following challenges were highlighted. These included high student-teacher ratios, insufficient time for training, lack of meaningful network, and lack of job-related information and opportunities for further training.

Effects of Entry Grades on Students' Academic Performance Under Homogeneous Educational Resources.

A minor difference in college entrance examination scores can result in vastly different educational resources in China, so it has been debated whether it is the difference in the student population or the difference in educational resources that causes the difference in medical graduates. We aimed to evaluate the effects of entry grades on students' academic performance under homogeneous educational resources. Students in grade 2016 with 13-point difference in the average admission scores of 2 medicine schools in Sun Yat-sen University were educated in mixed classes and were taught with the same educators during the 5 years of undergraduate period. The grades, graduation, and postgraduate enrollment rates of the students were compared between the two campuses. The average admission scores for Shenzhen Campus (SZC) students are 13 points lower than those of Guangzhou North Campus (GZNC) (613 points vs 626 points). After 5 years of homogeneous education, comparing the GZNC students with the SZC students, there were no significant differences in the average total score (80.2 ± 4.6 vs 80.0 ± 5.6, P = 0.691), the average compulsory course (78.9 ± 3.4 vs 78.4 ± 6.1, P = 0.438), the average core course score (78.8 ± 7.4 vs 78.7 ± 5.0, P=0.860) and the average clerkship score (85.1 ± 7.2 vs 84.6 ± 2.7, P=0.275). However, the completion rate for SZC was higher than for GZNC (93.94% vs 86.27%, P=0.009). There was no statistical difference in postgraduate enrolment between the two institutions (P=0.758). Given the same educational resources, more medical students with lower entrance scores completed their studies and achieved the same percentage of postgraduate acceptance. This finding suggests that a key component of improving the quality of medical higher education in China may be to further rationalize the allocation of high-quality educational resources, rather than to pursuing students with high entrance examination scores.

ANALYSIS OF THE NEED FOR VIRTUAL REALITY LEARNING MEDIA IN ANIMAL DEVELOPMENTAL STRUCTURE COURSES

Biology learning on the Animal Development Structure-2 (SPH 2) course, mostly contains material of an abstract nature, and is difficult for students to understand. The difficulties of understanding the concept are supposed to be a contributing factor in the low graduation rate of students, so it requires a 3D visualization media instrument to make learning more active and meaningful. The study aims to reveal the needs of lecturers and students towards the use of virtual reality learning media in SPH-2 subject. The research data was collected using a questionnaire to analyze the percentages, while the qualitative data describe the responses of lecturers and students. The Questionnaires are distributed openly using google form, then the data cleansing process is carried out. The research instrument was developed utilizing five indicators; teaching preparedness, respondent knowledge, respondent experience, media advantages and shortcomings, and general user responses. The research results based on indicators show that (1) lecturers' teaching readiness is categorized as high (≥70%); (2) lecturers' knowledge of virtual reality was 92.9% and students' knowledge was 86.8%; (3) the experience of respondents as many as 71.43% of lecturers and 39.47% of students who have used VR; (4) the main obstacle in creating and using VR is expensive costs (36.54%); (5) the topics chosen by respondents were Gametogenesis (36.49%) and Fertilization (28.38%). A total of 95% of respondents felt happy and assisted when learning using virtual reality, and 86.8% of students stated that virtual reality learning media can be applied to SPH-2 subjects. The results of this study can be used as a preliminary test at the stage of development of virtual reality learning media for the students

The influence of supervisors and peers on PhD students’ sense of belonging and their success at Kenyan universities

Purpose Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities. Design/methodology/approach In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging. Findings Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success. Originality/value This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.

THE ROLE OF THE ENTREPRENEURIAL ECOSYSTEM IN GROWING MOTIVATION AND INTEREST IN ENTREPRENEURSHIP

The high unemployment rate for college graduates is a big problem in Indonesia. Indonesia's many educated unemployed are due to the need for more interest in entrepreneurship. The entrepreneurial ecosystem can play an essential role in reducing the number of educated unemployed by giving birth to new entrepreneurs. The total sample size is 55 students. Samples were taken using a purposive sampling technique. Data analysis methods include validity tests, reliability tests, t-tests, f-tests, and coefficient of determination tests. The test results reveal that entrepreneurial motivation is directly influenced by entrepreneurial education, family environment, and community environment, but the social environment cannot provide internal motivation. Likewise, interest in entrepreneurship, entrepreneurial motivation, entrepreneurship education, and family environment have a direct influence, while the community environment has no influence. Entrepreneurial motivation failed to act as a connecting variable between entrepreneurship education, family environment, and community environment on students' entrepreneurial interest. The results of tests carried out simultaneously with entrepreneurship education, family environment, and community environment can influence students' entrepreneurial motivation and interest.

Promoting equity in study abroad: A focus on first-generation and students of color in the USA

Education abroad is considered a high-impact practice with short-term benefits such as intellectual development and higher retention and university graduation rates, along with more long-term benefits such as personal and professional development. Thus, it is important to ensure that all students have an equal opportunity to study abroad; however, research shows that this is not the case. For example, in the United States, the majority of study abroad participants are white (68% according to Institute of International Education [IIE], 2022), and the racial and ethnic diversity of study abroad participants is well below the percentage of undergraduate students of color overall. First-generation college students also make up a small proportion of the students who study abroad, with some coming from racial and ethnic minoritized backgrounds as well. This lack of diversity in study abroad should be a major concern for institutions of higher education. To address this issue at our own university, we surveyed 137 first-generation and students of color to gather data on their interests, opinions, and reservations about study abroad. Results demonstrate that they are overwhelmingly positive about study abroad but are concerned about cost, fitting it into their degree plan, and not knowing languages other than English. Additionally, 81% reported that they did not know where to start or how to get involved in study abroad. These results suggest that a more equity-minded approach with targeted interventions is needed to increase study abroad participation among first-generation and students of color.

The graduating international undergraduate class of 2020—Counterintuitive graduation rate and time to degree during onset of the coronavirus pandemic

What were the graduation rate and time to degree for international undergraduates who would have been expected to graduate during the coronavirus pandemic’s onset in spring 2020? The present study addressed this question by testing for intergroup differences in graduation outcomes between an American public university’s international undergraduate class of 2020 and its pre-pandemic comparison counterpart of 2019. Controlling for early (pre-pandemic) graduations, the study yielded counterintuitive results; although the literature on the pandemic’s educational disruptions, mental health symptoms, xenophobia, and stressors would predict that the class of 2020’s graduation rate should have been lower and average time to degree longer than the class of 2019’s, the two classes’ values were almost identical. These results, together with previous ones on term grade point averages, are indicative of this class of 2020’s academic success, resilience, and/or benefit from institutional support. They are discussed in the context of racism and caste.

When to take the primary certification examination: sooner or later?

Most Pathology residents take the Anatomic Pathology and/or Clinical Pathology primary pathology certification examination(s) near the end of their final year of training (i.e., Spring), whereas some postpone the examination(s) to the Fall administration of that year or even later. We compared the Spring and Fall administration pass rates of initial primary certification candidates for those who graduated in the same year they took the examination. We also compared the pass rates of same-year graduates with individuals who postponed the examination for a year or more. We also surveyed the candidates regarding the reasons they chose the Spring or Fall administration. Candidates who chose the earlier (i.e., Spring) administration were more likely to pass compared with those who took the later Fall administration (p = 0.0026 for Anatomic Pathology; p = 0.0004 for Clinical Pathology). Delaying the certifying exams beyond the calendar year of residency graduation was associated with a higher failure rate (p < 0.0001 for both Anatomic and Clinical Pathology). The survey results suggest that residents often take their certification examinations earlier to not interfere with fellowship training, because it coincides with the completion of residency training, or it is expected by their program. Pathology residents are more likely to pass the primary certification examinations when they are taken closer to the end of training, rather than postponing it to a later administration. Pathology residency program directors should encourage residents, who are deemed ready, to take their certification examinations at the earliest possible administration.

Survey of NAACLS accredited histotechnology programs in the United States

ABSTRACT Histotechnology educational programs are accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) and currently number fewer than 50 in the United States which contributes to the shortages of laboratory personnel. A survey tool designed with REDCap software was distributed to all programs identified on the NAACLS website and consisted of three parts: a) program information, b) facility information, and c) challenges. Programs are located primarily in large urban centers where populations are most concentrated. The median class size was 6 which may explain the excellent student outcomes to include 96% graduation rates and 90.7% board of registry examination pass rates. Overall, programs had ample equipment, funding, and administrative support. Costs to attend the programs were relatively low (<$3,000 per semester) for over half of the programs. However, due to the small number of accredited education programs across the US, potential students do not often have access to an institution in their area. The programs indicated that the most common challenge was recruitment of adequate high-quality candidates which may explain, in part, the persistent shortage of personnel in the histology laboratory.

Has sentiment returned to the pre-pandemic level? A sentiment analysis using U.S. college subreddit data from 2019 to 2022.

As the impact of the COVID-19 pandemic winds down, both individuals and society are gradually returning to life and activities before the pandemic. This study aims to explore how people's emotions have changed from the pre-pandemic period during the pandemic to this post-emergency period and whether the sentiment level nowadays has returned to the pre-pandemic level. We collected Reddit social media data in 2019 (pre-pandemic), 2020 (peak period of the pandemic), 2021, and 2022 (late stages of the pandemic, transitioning period to the post-emergency period) from the subreddits communities in 128 universities/colleges in the U.S., and a set of school-level baseline characteristics such as location, enrollment, graduation rate, selectivity, etc. We predicted two sets of sentiments from a pre-trained Robustly Optimized BERT pre-training approach (RoBERTa) and a graph attention network (GAT) that leverages both the rich semantic information and the relational information among posted messages and then applied model stacking to obtain the final sentiment classification. After obtaining the sentiment label for each message, we employed a generalized linear mixed-effects model to estimate the temporal trend in sentiment from 2019 to 2022 and how the school-level factors may affect the sentiment. Compared to the year 2019, the odds of negative sentiment in years 2020, 2021, and 2022 are 25%. 7.3%, and 6.3% higher, respectively, which are all statistically significant at the 5% significance level based on the multiplicity-adjusted p-values. Our study findings suggest a partial recovery in the sentiment composition (negative vs. non-negative) in the post-pandemic-emergency era. The results align with common expectations and provide a detailed quantification of how sentiments have evolved from 2019 to 2022 in the sub-population represented by the sample examined in this study.

GOVERNMENT INVESTMENT FOR ADDRESSING THE INTERSECTION OF EDUCATION, LABOR MARKET MISMATCH, AND CRIMINAL BEHAVIOR: ANTICIPATED OUTCOMES AND IMPLICATIONS

Several expected results from government expenditure, education, and labour market regulations are revealed when one examines the complex interaction between education, labour market mismatch, and criminal behaviour. Government spending on education is projected to increase graduation rates and student performance, among other observable advantages. The likelihood of a mismatch between job capabilities and market demand may be decreased as a result of a more trained workforce. Investments in employment agencies and job placement services may also help job seekers find positions that fit their qualifications, enhancing job satisfaction and lowering instances of labour market mismatch. Additionally, government initiatives to lessen income disparity through progressive taxation and social safety nets may improve economic stability, so averting the economic unrest that is frequently associated with criminal activity. Initiatives for preventing crime, such as counselling, assistance with finding a job, and skill-building programmes, may provide those who may otherwise turn to crime out of job dissatisfaction an alternative route to success and a decrease in criminal activity. Investments in mental health services and addiction treatment programmes are anticipated to enhance mental health and decrease substance misuse, two factors linked to criminal behaviour. By providing prisoners with the knowledge and skills they need for successful work after release, education programmes within correctional facilities are expected to lessen recidivism rates. Last but not least, government-funded research initiatives may give light on the viability of various strategies, providing a foundation for evidence-based policies that concentrate on tackling the complex problems at the confluence of education, labour markets, and criminal behaviour. Although these anticipated results present a bright image, it is important to recognize that outcomes may differ depending on implementation strategies, local socioeconomic situations, and community demographics. To effectively handle the numerous difficulties within this sector, ongoing assessment and policy improvement are essential.

Cultural Mistrust: Comparing Black Student and Faculty Experiences at HBCUs and HWCUs

ABSTRACT There is constant debate over the contributing factors that produce disproportionate outcomes in higher education between Black and White students. This study utilizes a symbolic interactionist theoretical framework and a qualitative phenomenological approach that pulls from the individualized and collective experiences of faculty, administrators, and Black students at historically Black colleges and universities (HBCUs) and historically White colleges and universities (HWCUs), and examines their cultural and social experiences. Findings from this study highlight the cultural mistrust (CM) of Black students for White faculty at HWCUs, which complicates relationship-building processes. It also highlights Black students’ heavy reliance on communication for relationship-building with faculty/administration, which leads to them being more “culturally trusting” and maintaining a more rigorous, judgmental process of determining whether to continue to trust and create relationships with faculty. Although cultural familiarity and cultural environments lessened the CM of Black students at HBCUs, it was still a significant factor pertaining to White professors’ perceptions of Black students. Data from this study can possibly enable faculty/administration and policy-makers to develop and implement strategies for increasing positive experiences for Black students that lessen retention, increase matriculation and graduation rates, self-esteem and lead to better career opportunities.

Individual and Neighborhood Level Predictors of Children’s Exposure to Residential Greenspace

Inequities in urban greenspace have been identified, though patterns by race and socioeconomic status vary across US settings. We estimated the magnitude of the relationship between a broad mixture of neighborhood-level factors and residential greenspace using weighted quantile sum (WQS) regression, and compared predictive models of greenspace using only neighborhood-level, only individual-level, or multi-level predictors. Greenspace measures included the Normalized Difference Vegetation Index (NDVI), tree canopy, and proximity of the nearest park, for residential locations in Shelby County, Tennessee of children in the CANDLE cohort. Neighborhood measures include socioeconomic and education resources, as well as racial composition and racial residential segregation. In this sample of 1012 mother–child dyads, neighborhood factors were associated with higher NDVI and tree canopy (0.021 unit higher NDVI [95% CI: 0.014, 0.028] per quintile increase in WQS index); homeownership rate, proximity of and enrollment at early childhood education centers, and racial composition, were highly weighted in the WQS index. In models constrained in the opposite direction (0.028 unit lower NDVI [95% CI: − 0.036, − 0.020]), high school graduation rate and teacher experience were highly weighted. In prediction models, adding individual-level predictors to the suite of neighborhood characteristics did not meaningfully improve prediction accuracy for greenspace measures. Our findings highlight disparities in greenspace for families by neighborhood socioeconomic and early education factors, and by race, suggesting several neighborhood indicators for consideration both as potential confounders in studies of greenspace and pediatric health as well as in the development of policies and programs to improve equity in greenspace access.

A Comparison of Autistic and Non-Autistic College Students' Perceived Challenges and Engagement in Self-Advocacy.

Autistic students experience lower college graduation rates than their peers, affecting future opportunities. Self-advocacy is crucial for successful adaptation in postsecondary settings and is documented as a challenge for autistic students. The purpose of the study was to examine autistic college students' engagement in self-advocacy and specific college-related challenges as compared to their neurodivergent and neurotypical peers. This study used a cross-sectional survey design to compare perceptions related to self-advocacy and college-related challenges across three groups of students: autistic students, students with a disability other than autism, and nondisabled students. Descriptive and inferential statistics were used to compare survey responses across groups. Differences in the groups' perceptions of their engagement in overall self-advocacy and specific self-advocacy strategies were evident. Autistic students rated themselves significantly lower on self-advocacy than did students with other disabilities. When compared to their nondisabled peers, the autistic students and those with other disabilities were less likely to report comfort interacting in the classroom, including less interest in group work, and more difficulty interacting with unfamiliar peers. In addition, the autistic students were more likely to report difficulty recognizing the need for academic assistance when compared to both peer groups. Autistic students also reported greater social challenges in the college setting than their nondisabled peers, and both neurodivergent groups of students reported significantly more challenges, overall, navigating the college setting than did their nondisabled peers. Findings highlight the need for systematic, individualized self-advocacy supports for autistic and other neurodivergent college students. In addition, findings show the need to educate peers and professors about autism and self-advocacy to foster a welcoming college environment. Finally, findings suggest the need for increased social support and opportunities for social integration within postsecondary settings. Speech-language pathologists play a critical role in implementing these next steps.

Making Equity Count: An Initiative for Equitable General Education Assessment

LaGuardia Community College in Queens, New York is known for its leadership in assessment practices aimed at improving teaching and learning. Its practices to improve student outcomes include remedial math and composition pathways reforms and establishing signature general education core competencies and communication abilities. Combined together, such practices have helped double the graduation rate over a decade. Until recently, however, assessment data had not been disaggregated for different student demographics. In this article, we describe how we transformed our traditional means of analyzing outcomes data toward one that utilized an equity-driven index for two cohorts of students across major racial and ethnic populations. We examined the data for representational equity and equitable performance. In a key finding, we discovered our ongoing assessment practices do not reflect our student population on both counts, especially as a designated Hispanic Serving Institution. Further, we found other under- and over-representation of racial populations in our general education assessment samples. We conclude by suggesting further areas of inquiry with equity-based assessment and note ongoing challenges to systematizing this approach.

The Role and Impact of Private Higher Education Institutions on South Africa's Educational Sector: A Comprehensive Analysis

This study presents a comprehensive analysis of the role and impact of private higher education institutions on South Africa's educational sector. Private institutions have gained prominence in recent years, raising questions about their influence on the overall educational landscape. To address this, a mixed method approach was employed, combining a quantitative analysis, and a comparative analysis. Quantitative analysis examined student enrollment trends, graduation rates, and staffing in private higher education institutions, comparing them with public institutions to assess the influence of private institutions on key educational indicators. The comparative analysis on the other hand, compared the student employability and curricula in private institutions. The literature review analyzed the differences in quality, diversity student support services, leadership, and challenges of PHIEs. This comprehensive analysis contributes to understanding the complex dynamics of private institutions in South Africa's educational sector. It sheds light on their influence on educational quality, student enrollment, accessibility, and the overall educational landscape. The findings inform policymakers, educators, and stakeholders, facilitating evidence-based decision-making to further enhance the educational sector in South Africa.

Advances in Village Girls’ Education: Revealing Social Change in China

This study is constructed of life course profiles of the educational trajectories of a cohort of rural girls from a village in the mountains of western China during critical educational reform years. Observational date were collected annually from 2000-2022. Findings show that even in remote mountainous region of China, village girls attained surprisingly advanced educational levels. Specifically, 76 percent of the participants had attained education beyond the compulsory level; 92 percent progressed to senior secondary school, and their graduation rate was 94 percent. The entrance rates to tertiary institutions rose to 100 percent of graduates. Notably, a substantial proportion of the participants, constituting 29 percent, persisted in tertiary education, with a notable 17 percent gaining admission to academic tertiary institutions. The case study conducted in Sha’anxi, situated in one of the most remote mountainous regions, illustrates a profound transition in schooling dynamics from rural to urban contexts. This comprehensive transformation prompts a reasonable inference that similar patterns of schooling migration are likely observable in less remote rural areas across China. Consequently, there arises a compelling argument for the integration of educational provisions in migrant “urban villages” and “peri-urban rural developments” into the municipal school systems, ensuring equitable allocation of resources to these under-resourced areas. Especially in light of China’s significant aging population skewness, the integration of urban migrant educational provisions becomes even more imperative.