Double Reduction Policy in Chinese Education: Promises, Outcomes, Perspectives

Abstract

The educational system of China has traditionally been heavily focused on exams, placing a significant academic burden on students and financial pressure on their parents, while also increasing teachers’ workload. The goal of the Double Reduction Policy (DRP) introduced in 2021 was to alleviate some of these societal tensions. Since this is a newly implemented policy, there has been no comprehensive evaluation of its short-term outcomes. Therefore, this study seeks to analyze the projected goals of the DRP, and the tensions in the implementation process from the perspective of the five major stakeholder categories – students and their parents, teachers and schools, local authorities, and private tutoring institutions, as well as evaluate short-term outcomes of the policy from the stakeholders’ perspectives. The study also aims to propose strategies to address and balance these interests and concerns. The findings from a systematic literature review reveal a complex interplay of resulting benefits and challenges for internal and external stakeholders. The DPR has impacted students, parents, teachers, local authorities, and private tutoring institutions. While the policy has shown positive effects on student well-being and alleviated financial pressures for non-wealthy families, it has also intensified socioeconomic disparities and increased teacher workload. Furthermore, the deeply ingrained cultural emphasis on academic achievement among parents has raised questions about the core values and long-term implications of the policy for access to and quality of education. These outcomes highlight the need for adjustments to align policy expectations with stakeholder needs.