Evaluating the Implementation of the "Double Reduction" Policy in China's Compulsory Education (K12)

Abstract

The study examines the implementation of the "double reduction" policy in Guizhou Province compulsory education (K12). Although the policy implementation has achieved significant results, it still faces challenges. Based on that, the current study developed a three-tiered evaluation system using questionnaires and interviews with teachers, students, and parents. Employing the hierarchical analysis method (AHP) to analyze the data, the study found three challenges during the execution phase: "no progress," "limited new teachers," and "high pressure," with teachers exhausted and unqualified. Four suggestions were proposed: establishing a monitoring mechanism for teaching evaluation, eliminating the singular social mindset, strengthening new teacher training, and reducing resistance to the policy. These findings offer valuable insights into the nature of the double reduction policy's implementation and its challenges