Health, education, protection, livelihoods, and livelihoods of children and young people in developing and fragile contexts.
The Chinese economy's return to commodification and privatization has greatly diversified China's institutional landscape. With the migration of more than 140 million villagers to cities and rapid urbanization of rural settlements, it is no longer possible to presume that the nation can be divided into strictly urban or rural classifications.
The Chinese state's commitment to improve teaching quality in rural regions is a key component of national efforts to close the rural–urban education gap. In this paper, we investigate an understudied but critical dimension of quality teaching: teacher expectations. We employ longitudinal data gathered in Gansu Province in 2000 and 2007 to first examine whether teacher expectations for rural youth are conditioned by students’ social origin and teacher background characteristics. Next, we determine the predictive accuracy of their expectations.