如何看扩大中等收入者比重

十六大报告提出:“以共同富裕为目标,扩大中等收入者比重,提高低收入者收入水平。”这就是要深化分配制度,理解分配关系,逐步形成收入者和低收入者占少数,中等收入者占多数,呈现“两头小,中间大的”分配格局。     

健全我国社会保障制度的对策

健全我国社会保障制度可实施完善社会保障管理体制,实行资金统一管理;推行积极的就业政策,扩大就业规模;建立新的劳动力管理体制,完善就业服务体系;加强培训信息和劳动力需求信息相互沟通;对我国低收入者实行负所得税制度,提高低收入者的收入水平;完善养老保险制度,采取对策缓解养老保险基金的支付压力;完善社会保障资金筹措机制;加强和完善机构内部控制、行政监督和社会监督相结合的社会保障基金监管体系等对策。     

健全我国社会保障制度的对策

健全我国社会保障制度可实施完善社会保障管理体制,实行资金统一管理;推行积极的就业政策,扩大就业规模;建立新的劳动力管理体制,完善就业服务体系;加强培训信息和劳动力需求信息相互沟通;对我国低收入者实行负所得税制度,提高低收入者的收入水平;完善养老保险制度,采取对策缓解养老保险基金的支付压力;完善社会保障资金筹措机制;加强和完善机构内部控制、行政监督和社会监督相结合的社会保障基金监管体系等对策.     

完善我国收入分配制度的有效途径

完善收入分配制度必须实行按劳分配为主体、多种分配方式并存、且有生产要素参与分配.实施就业优先战略、规范市场经济秩序是完善收入分配和缩小收入差距的前提,改革工资制度、加强税收调节、强化转移支付、打破行业垄断、提高低收入者的收入水平、扩大中等收入者的比重、推进第三次分配、健全社保体系等是缩小收入分配差距的根本途径.     

我国城乡居民收入分配变动对最终消费率影响的实证分析

长期以来我国消费需求在经济增长中的贡献率一直低于世界平均水平,导致我国经济增长过多依赖投资和出口。本文利用1986年——2006年我国城乡居民收入增长数据对影响最终消费率的因素进行了实证研究,发现城镇居民收入分配基尼系数和农村居民收入增长率对当前我国最终消费率有明显影响,在此基础上,提出了缩小城镇居民收入分配差距、增加农村社会保障和公共服务投入、提高中低收入者收入水平等政策建议。     

应重视十七大关于效率与公平关系的新观点

改革开放以来,如何正确认识和处理分配领域中的效率与公平关系问题,是中央有关文件和理论界一直予以重视的理论与实际问题。党的十七大报告关于效率与公平关系问题的新提法和新原则,是与我国改革开放新的历史时期,特别是与贯彻落实科学发展观,构建社会主义和谐社会相适应的。准确理解和贯彻十七大报告的新精神,应更加重视社会公平,将效率与公平结合起来,缩小收入差距,着重提高低收入者的收入水平。不应把十七大报告的新提法与"效率优先,兼顾公平"的原有提法相混同。另一方面,提高劳动者的劳动报酬比重,应是一个逐步推进的过程,不要过急过快,要把眼前利益和长远利益结合起来。     

浅析中国中产阶层

中产阶层是社会稳定的中坚力量,只有扩大中等收入者的比重,提高低收入者的水平,改善社会结构,中国经济在21世纪才会走向新的繁荣阶段。     

湘西少数民族地区教师薪酬满意实证分析

湘西少数民族地区教师收入分配公平心理感知分析表明,分配制度改革使湘西少数民族地区教师收入增加了,但教师认知的现有收入水平与当地其他行业同类型人员收入水平相差甚远,薪酬不具外部市场竞争性。所以,应合理教师收入水平的社会定位,缩小城乡教师工资差距,按不低于公务员收入水平设计教师薪酬,以增进和激发教师教育教学的积极性和创造性,提高教育教学绩效。     

注重以提高消费需求方式促进经济增长

投资和消费是促进国民经济增长的两大要素。最终消费对投资需求的持续增长和国民经济的稳定发展起着决定性作用。经济增长不能过度依赖投资的增长,应适当提高消费率。政府应适当增加低收入者和农民的收入,建立社会保障制度,通过增加消费需求来促进经济增长,以实现国民经济的可持续发展。     

实现教育、就业、收入、消费与经济发展的良性互动之我见

发展教育不仅是提升劳动者人力资本水平的必要条件，而且也是促进人的全面进步与社会全面发展的必要条件。就业是民生之本，只有不断扩大就业，使劳动者获取就业的机会，并通过就业不断提高收入水平，且在提高收入水平的基础上有效启动消费，充分发挥消费拉动经济发展的作用，才能促进经济的良性发展。     

地方高校教师收入分配的分析与思考——以衡阳市高校为例

收入分配方案的改革对提高教师的收入,优化收入构成,促进高校教学科研工作,激发教师的积极性和创造力具有重要意义。当前地方高校教师收入分配总体趋向公平合理,但仍存在行业、系部之间的收入差距大,教师收入市场化程度低,低收入群体比重大等问题。借鉴发达国家先进的收入分配体制,并通过实施政府调控、规范制度、科学设岗、按绩付酬等措施来逐步完善高校教师收入分配制度,深入进行地方高校教师收入分配改革。     

Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start Families

The first national education goal, school readiness, recognizes a need for young children to be better prepared for entry into elementary school. Many low-income children exhibit a pattern of underachievement in school mathematics. Research has revealed a developmental gap between low-income preschool children and their middle-class peers with respect to the extent of their numerical knowledge. Research has also found that many low-income children do not receive a broad base of support for mathematical development at home or in preschool. In each of two studies, we conducted a bi-generation (parent and child) mathematics intervention with Head Start families. The intervention was designed to enhance parental support for pre-kindergarten children's mathematical development. It was found that low-income parents were willing and able to support this area of their children's development once they were provided with the training to do so. The support that parents provided to their children through the intervention was clearly effective in enhancing the development of children's informal mathematical knowledge. Intervention children developed more extensive mathematical knowledge than a comparison group of low-income children. Thus, an important step toward achieving the school readiness goal can be taken by fostering low- income parents' support for young children's mathematical development.     

Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start Families

The first national education goal, school readiness, recognizes a need for young children to be better prepared for entry into elementary school. Many low-income children exhibit a pattern of underachievement in school mathematics. Research has revealed a developmental gap between low-income preschool children and their middle-class peers with respect to the extent of their numerical knowledge. Research has also found that many low-income children do not receive a broad base of support for mathematical development at home or in preschool. In each of two studies, we conducted a bi-generation (parent and child) mathematics intervention with Head Start families. The intervention was designed to enhance parental support for pre-kindergarten children's mathematical development. It was found that low-income parents were willing and able to support this area of their children's development once they were provided with the training to do so. The support that parents provided to their children through the intervention was clearly effective in enhancing the development of children's informal mathematical knowledge. Intervention children developed more extensive mathematical knowledge than a comparison group of low-income children. Thus, an important step toward achieving the school readiness goal can be taken by fostering low- income parents' support for young children's mathematical development.     

城市低保群体生存现状的定量和定性分析——以大连市城市低保居民为例

对于城市低保群体的社会保障,我国仍处于政府和社会直接进行物质救助的传统方式阶段,且救助标准较低。大连市是低保制度制定和实施都比较好的城市,对此本文以大连市城市低保居民为调查研究样本,对城市低保群体的基本生存现状进行了定量和定性相结合的分析,得出了与城市弱势群体的人口特征、低保标准、就业态度、低保政策收益水平等相关的一些富有启发的结论。     

对多渠道增加居民对产性收入的思考——如何增加低收入者的财产性收入研究

党的十八大提出多渠道增加居民财产性收入,并到2020年人均收入比2010年翻一番,但是目前我国居民财产性收入比重较低,且财产存量在居民之间具有较大差距,因此仅仅增加居民财产性收入而不考虑居民财产存量的差异,可能会出现居民的收入被平均的倍增.本文用实证来分析财产性收入的现状及存在的问题,重点论述财产性收入低及不均衡的原因,并提出如何增加低收入者的财产性收入,更进一步缩小贫富差距,为全面建成小康社会打下基础.     

Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties

Number sense development of 411 middle- and low-income kindergartners (mean age 5.8 years) was examined over 4 time points while controlling for gender, age, and reading skill. Although low-income children performed significantly worse than middle-income children at the end of kindergarten on all tasks, both groups progressed at about the same rate. An exception was story problems, on which the low-income group achieved at a slower rate; both income groups made comparable progress when the same problems were presented nonverbally with visual referents. Holding other predictors constant, there were small but reliable gender effects favoring boys on overall number sense performance as well as on nonverbal calculation. Using growth mixture modeling, 3 classes of growth trajectories in number sense emerged.     

Can’t get there from here: The decision to apply to a selective college

In an attempt to increase applications from low-income students, some selective 4-year colleges are developing programs to target and attract low-income students. However, relatively little research has looked at factors important in the college application process, and in particular, how these factors differ for low-income students. This paper uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to analyze factors influencing students’ college application decisions, with a focus on the decision to apply to a selective 4-year college. We hypothesize that distance from a student's home to selective colleges may play a role in the application decision and differentially impact low-income students. Our results suggest that distance does matter, although the effects do not vary by family income level.     

安阳市城镇居民收入差距及消费结构分析

随着经济的持续快速健康发展,城镇居民在总体收入水平逐年增加的同时,收入差距有所扩大,消费结构也发生了很大变化。本文对高低收入户在收入、消费结构方面做了详细的对比分析,提出了提高城镇居民家庭生活水平,扩大消费的对策。     

The effect of poverty on the verbal scores of gifted students

A nonexperimental design was used to determine whether the verbal scores of low-income gifted fifth graders (n = 38) differed from those of their higher income peers (n = 83). The Otis–Lennon School Ability Test, Eighth Edition and the Stanford Achievement Test-Tenth Edition were used to collect student data. Results of a MANOVA showed a statistically significant difference between the verbal scores of the two groups, with low-income students scoring significantly lower. A large effect size for the multivariate main effect of income level on verbal intelligence and verbal achievement scores was found (η² = .19). The existence of verbal–nonverbal score discrepancy in low-income students questions the practice of using only nonverbal or nonverbal parts of an IQ test to identify and place students in gifted programmes. These results also underscore the need to nurture underdeveloped verbal abilities when they occur in low-income students.     

浅谈我国收入分配中的二元现象

当前我国贫富差距过大，收入分配中也存在着高收人群体和低收入群体两极化的二元现象，这显然不利于我国和谐社会的构建，政府当局应从扩大就业、制订扶贫性区域经济政策、深化税制改革、建立健全社会保障体系、深化分配制度改革等方面努力，尽快缩小贫富差距。尽快扩大中等收入者比重，为我国尽快迈进小康社会打下基础。