Examining China's “Double Reduction” Policy: Promises and Challenges for Balanced and Quality Development in Compulsory Education

Abstract

Purpose: This study provides an overview of the “double reduction” policy promulgated in 2021, through which the Chinese government attempts to relieve the burden of excessive school homework and off-campus tutoring for students in compulsory education. Design/Approach/Methods: This study draws on policy documents and relevant literature to interpret policy origins, core values, and major measures. The positive effects and challenges faced in implementing policies for the balanced and high-quality development of compulsory education were analyzed. Findings: Students’ academic burden is deeply rooted in Chinese historical and sociocultural contexts. The “double reduction” policy shows the Chinese government's strong aspiration to promote holistic education for students and pursue the universal provision of balanced, high-quality school education. Despite some positive effects at the implementation level, challenges remain unaddressed. To achieve a policy vision, it calls for a deep reflection on the high-stakes examination system and collective efforts from stakeholders within or outside the education system. Originality/value: This study helps elucidate the “double reduction” policy and compulsory education development in China.