This paper makes an empirical analysis of the cost sharing of higher education from the perspective of per capita income, and draws the conclusion that the tuition level of higher education in China is positively related to the per capita net income of rural families (per capita disposable income of urban residents), and then discusses the adaptability of the tuition level of higher education in China to the actual bearing capacity of society. Finally, this paper analyzes the influence of cost sharing of higher education in China on higher education equity, and puts forward some suggestions. Key words: higher education cost sharing and education equity In the middle and late 1980s, with the deepening of reform and opening up and the gradual establishment of the socialist market economic system, China's economy developed at a high speed, which objectively required the expansion of the scale of higher education, the demand for higher education funds expanded rapidly, and the financial allocation was far from meeting the growing demand, resulting in a serious shortage of higher education funds at that time. 1989, the state promulgated the Regulations on Charging Tuition and Accommodation in Colleges and Universities, and the cost-sharing system of higher education began to be piloted and gradually popularized in colleges and universities. Now all colleges and universities have fully implemented the charging system. In the early stage of educational system reform, the implementation of cost-sharing policy played a great role in alleviating the shortage of funds in colleges and universities and improving the conditions for running schools, laying the foundation for large-scale enrollment expansion in colleges and universities. However, within ten years after the implementation of the charging system in colleges and universities, the charging standard has increased rapidly. Taking 1990 to 200 1 as an example, the per capita tuition and fees of students rose from less than 100 yuan at the beginning to nearly 4,000 yuan per year. Before 1998, the per capita tuition and miscellaneous fees of students were lower than those of rural families. To 1998, the two are basically the same. During the period of 1999-200 1, the former has surpassed the latter, and the gap has increased year by year, with a fairly rapid increase (see table 1). In recent years, the rising tuition fees have made working families feel heavier and heavier, and rural poor families are even more unbearable. How to determine a reasonable charging standard to ensure the fairness of higher education (hereinafter referred to as educational fairness) and prevent children from poor families from losing the opportunity to receive higher education because of economic conditions has attracted more and more attention from experts, scholars and all walks of life. Starting with the relationship between the average tuition and miscellaneous fees of ordinary colleges and universities in China and the average net income of rural families in the same period (per capita disposable income of urban residents), this paper explores the adaptability of the tuition level of higher education in China and the actual affordability of society, analyzes the impact of cost sharing of higher education in China on the fairness of higher education and puts forward policy suggestions. Theoretical analysis of the influence of cost sharing on educational equity; cost sharing means that the educational cost is shared by all parties. It is generally believed that the undertakers mainly include: parents of students, students themselves, government, industrial and commercial enterprises, etc. The cost-sharing in this paper mainly refers to the partial compensation for education cost by parents and students themselves in the form of paying tuition and miscellaneous fees. Education equity mainly means that students with different family economic conditions have equal opportunities to receive higher education under the premise that the scores of college entrance examination reach the admission line stipulated by the state, that is, the opportunities for children from poor families to receive higher education should not be affected by economic reasons. The main form of cost sharing in China is to collect tuition and miscellaneous fees. For a long time after the founding of New China, free higher education was basically implemented. Now that the living standard of our people has been greatly improved, it is possible for the educated to share part of the education cost. The change from free to fee is the need of developing higher education, but generally speaking, people think that fees limit young people's opportunities to receive higher education to a certain extent, so they advocate that the lower the fees, the fairer it is, and it is best to be free, so that no one can't go to college because they can't afford tuition. However, after reflecting and verifying the free higher education, western scholars believe that free higher education is not conducive to educational equity for two reasons: First, free higher education actually provides higher education for the children of wealthy families with taxpayers' money. If higher education is free, then the funds for higher education need to be supplied by the state finance mainly from taxes, and children of wealthy families often have more opportunities to receive higher education than children of other classes because of various favorable factors. Therefore, the essence of free higher education is to let the children of rich families occupy the state's investment in higher education that children of other classes should enjoy. Secondly, receiving higher education will make individuals get higher income. Free higher education is invested in individuals with state money, so it is unfair to those who have not received higher education. Ufile, your paper center. So, can fees make education fairer? From the perspective of dichotomy, charging has a dual effect on fairness: on the one hand, charging can improve the conditions of running colleges and universities, expand the enrollment scale, increase the enrollment opportunities of poor students, and is conducive to educational fairness; On the other hand, tuition fees will inevitably have a negative impact on poor students. The rising tuition fees may not only make poor students lose the opportunity to receive higher education because they can't afford tuition fees, but also force them to give up majors with good employment prospects and relatively high fees for economic reasons and have to choose majors with relatively low fees and poor employment prospects. In addition, the increase in tuition fees will also have an impact on the learning motivation and academic level choice of primary school students. Students in remote and poor areas may be reluctant to receive university education because of high tuition fees. It is obviously unfair to give up the opportunity to receive higher education mainly for economic reasons. Therefore, only when the charging level is compatible with the affordability of the educated, will it be beneficial to fairness, otherwise, the charging will have negative effects. Then, does China's current charging standard affect educational equity? Paper Center-Empirical Analysis of the Impact of Free Paper Cost Sharing on Education Equity This paper makes an empirical analysis of the tuition level of colleges and universities by using the data in table 1, and puts forward the following assumptions: the average tuition and miscellaneous fees of colleges and universities are positively related to the average net income of rural families (disposable income of urban families). In order to test the above hypothesis, the following econometric model is established, and the logarithmic function of average tuition and fees on the per capita net income of rural families and the average disposable income of urban residents is selected as the regression function, that is, lny = a1+b1+lnx1+u1(1) and lny = y. According to the above model and the collected data, using the ordinary least squares (OLS) estimation equation in the econometric analysis software EViews3.0, the following results are obtained: the tuition level is positively related to the per capita net income of rural families (or the per capita disposable income of urban residents). The equation for estimating the per capita net income of rural families from the paper center-free tuition level is: lny =-14.6492+2.9361lnx1(1.1). After modification, an effective estimator is obtained, and the D-W statistic is 2.2757. R2=0.98 18, and the coefficient of b 1 is 2.936 1(t statistical value is 5.5040), which shows that y (tuition level) is highly correlated with x 1 (per capita net income of rural families), and its estimation elasticity is 2.936/kloc. A 1 is-14.6492(t statistical value is -3.6438), which seems ridiculous, because it means that when the per capita net income of rural families is zero, the per capita tuition and fees of students will be negative, but we can understand it as 1990-200 1. After testing, the prediction effect of y value is ideal. The estimation equation of tuition level to urban residents' per capita disposable income is: lny =-1.2919+2.215lnx2 (2.1), B2 = 2.21/. Ufile, your paper center can see from the above empirical results that the numbers b 1 and b2 are already very large, indicating that tuition fees have increased too fast relative to the per capita net income of rural families (per capita disposable income of urban residents), that is, under other conditions unchanged, the growth rate of the part of education costs that students have to share is nearly three times that of the per capita net income of rural families, that is, the growth rate of per capita disposable income of urban residents. The rapid growth of tuition fees has affected the living standards of residents to some extent. Compared with the exorbitant tuition fees, urban poor families and rural low-income families with children attending college can't afford the exorbitant tuition fees. Therefore, it is possible that children from poor families will lose the opportunity to receive higher education (or better higher education) for economic reasons. It can be seen that the charging standard of higher education in China has really affected educational equity. Policy Suggestions Based on the above analysis, the cost-sharing policy of higher education currently implemented in China has played a positive role in promoting the reform of higher education system, raising education funds through multiple channels, and improving school conditions. However, in recent years, the high tuition fees have affected educational equity to some extent. The following suggestions are put forward: the paper center-free papers should establish correct ideas, that is, education is an industry but should not be industrialized, and schools should not be commercialized. As an industry, education should introduce market mechanism to improve its management level, but at the same time, education belongs to "quasi-public * * * products" with huge external public welfare, and the government should have huge public investment. Therefore, as a non-profit organization, schools should not take profit maximization as the main goal, let alone blindly advocate educational industrialization. Establish a multi-form student financial aid system that is inclined to low-income families. The current student financial aid system in China is still far from perfect, and establishing a perfect financial aid system should be taken as an important supporting measure to implement the cost-sharing policy. To a certain extent, it can help poor students complete their studies smoothly and ensure educational equity. Improve the quality of basic education in poor areas with the funds saved by cost sharing. Expanding the opportunities for poor students to receive pre-university education and improving the quality of pre-university education are important conditions for realizing the fairness of higher education. Applying the funds saved by cost sharing to this aspect will promote students from different regions to receive higher education more equally. The educational equity in the center of your thesis is a complex issue, which is restricted by many factors, including social and historical reasons, unbalanced economic development, regional disparities, urban-rural differences and so on. These factors affecting education equity cannot disappear at one time, and changing the face of poverty is also a long-term process, which requires many efforts. Therefore, we will continue to implement the cost-sharing policy in the current situation that China's education funds are still in short supply. On this issue, the government should formulate appropriate charging standards according to China's national conditions, and students should also understand the cost-sharing policy and make joint efforts to ensure the fairness of education as much as possible.