“双减”政策出台已近五年,中小学生家庭校外培训负担是否有效减轻是社会广泛关注的焦点。本文基于中国家庭追踪调查2010—2022年数据,采用 PSM—DID方法探讨“双减”政策对中小学生家庭校外培训负担的影响。研究发现:“双减”政策显著降低了中小学生学科类校外培训参与率和参与时长;“双减”政策实施后,中小学生非学科类校外培训参与率明显下降,其参与时长没有明显变化;“双减”政策实施后,中小学生校外培训支出整体上没有明显变化,但低收入家庭学生校外培训支出显著下降,而父母职业类型为管理人员与专业人员的家庭,其学生校外培训支出显著上升;“双减”政策有效减轻了小学生学科类校外培训负担,但初中生学科类校外培训负担进一步加重。当前应持续巩固“双减”成果,加强学科类校外培训监管;规范非学科类校外培训,防范其成为学业负担的新源头;提升学校课后服务质量,助力实现教育公平。本文为全面评估“双减”政策效果提供了实证依据,对巩固“双减”政策成果及推动教育公平具有重要作用。

It has been over four years since the implementation of the " DoubleReduction" Policy. Whether it has effectively reduced the off-campus tutoringburden remains a focus of widespread public concern. Using data from theChina Family Panel Studies (CFPS) from 2010 to 2022 and employing thePSM-DID model, this study examines the impact of the "Double Reduction"Policy on the off-campus tutoring burden for families of primary and secondaryschool students. This findings are as follows. First, the policy significantlyreduced both the participation rate and duration of subject-based tutoring.Second, after the policy's implementation, participation in non-subjecttutoring aslo declined significantly, though its duration remained largelyunchanged. Third, overall off-campus tutoring expenditures showed nosignificant change; however, expenditures among students from low-incomefamilies dropped markedly, while those whose parents work as managers andprofessionals rose significantly. Fourth, the policy effectively alleviated thesubject-tutoring burden for primary school students, yet the burden for juniorhigh school students further intensified. Currently, effort should focus on consolidating the policy's achievements by strengthening the supervision ofoff-campus tutoring, regulating non-subject tutoring to prevent it frombecoming a new source of academic burden, and improving the quality of after-school services to promote educational equity. This study provides anempirical basis for a comprehensive evaluation of the "Double Reduction'Policy and offers valuable insights for consolidating its outcomes to advance equity in education.