Reassessing Urban-Rural Education Disparities: Evidence from England
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| Title: | Reassessing Urban-Rural Education Disparities: Evidence from England |
|---|---|
| Language: | English |
| Authors: | Gaojie Cao, Guanyu Huo (ORCID |
| Source: | Educational Studies. 2026 52(2):189-208. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Rural Urban Differences, Rural Education, Urban Education, Achievement Gap, Achievement Tests, Mathematics Achievement, Mathematics Tests, Elementary Secondary Education, International Assessment, Science Achievement, Science Tests, Grade 8, Educational Resources, Advantaged, Disadvantaged, Discipline Problems, Parent Background, Teaching Experience |
| Geographic Terms: | United Kingdom (England) |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| DOI: | 10.1080/03055698.2025.2478831 |
| ISSN: | 0305-5698 1465-3400 |
| Abstract: | Rural-urban disparities in education in developed countries have received limited attention in recent years, and whether rural schools face additional disadvantages is controversial. This study examines the differences between urban and rural education in England using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) for eighth-grade students, involving a sample of 3,365 pupils across 136 schools. Findings indicate the existence of hidden inequalities, particularly evident in the educational resources and sustainability of teaching teams of rural schools in England. Moreover, the study challenges previous assertions suggesting the disappearance of educational attainment gaps between urban and rural areas, revealing a negative association between attending rural schools and academic achievement in England, notably in mathematics. Despite modest explanatory power, this correlation remains after controlling for contextual variables. Therefore, this study calls for renewed attention to rural education at research, policy, and practice levels. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502993 |
| Database: | ERIC |
| Abstract: | Rural-urban disparities in education in developed countries have received limited attention in recent years, and whether rural schools face additional disadvantages is controversial. This study examines the differences between urban and rural education in England using data from the 2019 Trends in International Mathematics and Science Study (TIMSS) for eighth-grade students, involving a sample of 3,365 pupils across 136 schools. Findings indicate the existence of hidden inequalities, particularly evident in the educational resources and sustainability of teaching teams of rural schools in England. Moreover, the study challenges previous assertions suggesting the disappearance of educational attainment gaps between urban and rural areas, revealing a negative association between attending rural schools and academic achievement in England, notably in mathematics. Despite modest explanatory power, this correlation remains after controlling for contextual variables. Therefore, this study calls for renewed attention to rural education at research, policy, and practice levels. |
|---|---|
| ISSN: | 0305-5698 1465-3400 |
| DOI: | 10.1080/03055698.2025.2478831 |
