A natural question is: Why do so many parents, on the one hand, disapprove of children attending cram schools, and on the other hand, rush to enroll their children in classes every time? Why has quality education been called for so many years, but more and more children are attending cram schools? Quality education is never equal to willful development. This is not the first time people have discussed this issue. Earlier, Zhihu had a special discussion post. One thing I think is very pertinent: going to cram school is not necessarily wrong. What is wrong is why you should take your children to cram school. Correspondingly, another point worth thinking about.

A realistic problem: the higher the income, the more families want to maintain their class advantage by educating their children. When they increase their investment in education, the ordinary class will follow suit. If they don't follow up, it means that the gap will continue to widen from the next generation, and the growth rate will widen the distance. The dream that ordinary people expect to improve their family's social status through their children's education is doomed to vanish.

Tutoring is a strategy for every family to improve their children's competitiveness, but for the purpose of academic performance or for the purpose of taste and lifestyle, different cultural levels and economic levels have different choices. There was no voice for quality before, and the quality education for children in high-income families is no different from now, including both academic courses and art training. The higher the social and economic status of the family, the greater the educational expenditure, and the more diversified and high the educational forms and levels children receive.

First, the family income level has improved, which is the material basis.

Second, the increasingly fierce academic competition and Matthew effect of educational resources force families to invest more capital for their children.

Third, parents' educational level is improved, and the concept of family education is rising. Parents with high educational level have higher educational expectations for their children.

Fourthly, the group effect of students' desire to develop interest and improve their cultural quality.

Fifth, peer pressure is shared by both parents and children.