Abstract

In contemporary China, disparities in access to high-quality educational resources between urban and rural secondary schools remain a pressing issue. However, urban and rural educational equity is currently uneven. This study examines the inequities in compulsory education, focusing on structural, institutional, and socio-economic factors that shape learning opportunities and outcomes. Using a policy-focused narrative review, it synthesizes research on educational resource allocation, teacher quality, and broader social influences, and evaluates three policy interventions aimed at mitigating urban-rural disparities. Findings suggest that optimizing resource distribution, deploying qualified teachers strategically, and integrating digital technologies into rural education can significantly enhance equity. The study highlights how economic development, educational policy, and institutional practices interact to reinforce or reduce inequities. By providing evidence-based insights, it offers guidance for policymakers and educators to bridge the urban-rural divide, improve learning conditions, and promote balanced regional development. These conclusions advance understanding of educational inequity in China and contribute practical recommendations for ensuring equitable opportunities for all students.