Abstract：At present， there is still controversy over whether group schooling can promote the sharing of high-quality resources and improve the academic performance of students in weak schools. Therefore， it is necessary to evaluate the overall effectiveness of group schooling. This paper utilizes data collected from four provinces in 2023 to investigate the impact of group schooling on students' academic performance. The study found that： first， group schooling has a significant positive effect on academic performance of students in recipient schools， resulting from the improvement of the quality of teachers； second， the effect of group schooling on the academic performance of different groups of students from different recipient schools is heterogeneous， and group schooling has a greater effect on the academic performances of junior high school students and the students from disadvantaged families； third， group schooling not only enhances academic performance of students from recipient schools but also has a positive impact on academic performance of students from the supporting schools， which means that the effect of group schooling is reciprocal rather than a win-lose situation. This study suggests that we adhere to the policy orientation of group schooling， continuously improve the relevant supporting mechanisms， establish a community for teachers' learning and development， and stimulate the common development of all schools within the group.
雷万鹏 邓钟毓. 此消彼长还是互惠共生：集团化办学对学生学业成绩的影响[J]. 华中师范大学学报（人文社会科学版）, 2025, 64(1): 138-146.
Lei Wanpeng Deng Zhongyu. Win-Lose or Reciprocal： The Impact of Group Schooling on Students' Academic Performance. journal1, 2025, 64(1): 138-146.
2025, Vol. 64 
