Does double reduction policy offer equity in quality education addressing the academic gaps developed by socioeconomic status in China?

Purpose In 2021, China implemented the double reduction policy, aiming to promote more equitable and sustainable learning environments. This study aims to investigate whether the policy reshaped over time the relationship between family socioeconomic status (SES) and academic achievement and whether its effects varied when comparing public and private schools. Design/methodology/approach Using a quasi-experimental longitudinal research design and relying on naturally occurring variations across time (before vs during policy implementation) and school type (public vs private), students’ performance data were observed before 2020 and after 2022. Regression analysis, moderation models and heterogeneity tests were conducted. Academic achievement was measured using standardized composite scores in Chinese, mathematics and English; SES was constructed from household income and parental education. Findings SES remained a significant predictor of academic achievement in both public schools (β = 0.37, R² = 0.14 in 2020) and private schools (β = 0.42, R² = 0.18 in 2020). However, its influence weakened significantly in public schools (β = 0.16 in 2022), while in private schools it slightly increased (β = 0.45, R² = 0.20 in 2022). Originality/value From a sustainable education perspective, the findings suggest that regulatory reforms can contribute to educational sustainability by reducing students’ reliance on family background rather than by increasing short-term performance levels.