The “Double Reduction” Policy in China: Evaluation Index System Construction on the Implementation Effectiveness

Abstract

This study develops a systematic, theory-driven evaluation index system to address the critical gap in assessing the implementation effectiveness of China’s “Double Reduction” policy. Grounded in Policy Implementation Theory and Educational Policy Evaluation Frameworks, the study employed a mixed-methods approach involving policy text analysis of five core documents and a two-round Delphi consultation with 23 experts (authority coefficient Cr = 0.7928). Index weights were determined through comprehensive weighting (AHP and Entropy Weight Method), and the system was empirically validated via fuzzy comprehensive evaluation with data from 163 teachers across four Chinese provinces. The resulting framework comprises 2 first-grade, 5 second-grade, and 23 third-grade indexes. Empirical results indicate an overall “good” policy implementation effect (score = 72.96/90), with “Quality of Education and Teaching” (weight = 0.2856) and “Level of After-School Services” (weight = 0.2269) as the most influential indicators. However, weaker performance was observed in reducing homework burden and promoting balanced compulsory education. This research provides the first unified evaluation tool for the “Double Reduction” policy, offering both a practical instrument for local Chinese governance and a replicable model for other regions grappling with the challenge of balancing student burden reduction and educational quality improvement.