It has been five years since I began my career in educational research. Although I majored in Applied Mathematics as an undergraduate and Human Geography in graduate study, I fortunately got a part-time job in the Institute of Humane Resources Development (IHRD), an important research and policy consultation agency of the Ministry of Education (MoE) of China while I was a graduate student. My task was data processing and preparing literature for research projects, in which I undoubtedly benefited from my statistics background and knowledge in Human Geography. Before long I came to know and enjoyed the challenging and interesting work very much. Four months before my graduation in 1995, I took part in the project of "Counting the Full Cost of Primary Education in Undeveloped Areas of China" of SIHRD, consigned by UNICEF and the Financial Department of MoE. That was my first visit to the rural schools and children's families in poor areas of China. I was shocked to see so many children in China had to study in dark and poorly equipped classrooms, and that many others could not go to school because of financial constraints. The influence of the project was so powerful that the government policy was eventually revised to be more favorable to the education in undeveloped areas.

Moreover, the transition of the Chinese economy is challenging the Chinese education system, which calls for a corresponding research to involve government policy-making. It was with these facts in mind that I decided to work in the institute and focus on interest in the fields of Educational Planning and Administration, and Economics & Education in order to do something practical to help those poor children and promote Chinese education at the same time.

The above mentioned research report on the private cost of primary education aroused much attention when it was presented at the annual conference of the National Association of Economics and Education in 1997. This also increased my interest and enthusiasm in the work. Having more and more involvement in research projects and administrative leadership as the vice director of the section of educational administration and policy studies, I familiarized myself with the actual situation of educational finance and policies in China, and gained rich research experience. Since 1998, I have been a co-editor of the Statistical Yearbook of China Educational Expenditure, and have a major responsibility in writing annual development reports on financing of education for MoE, which serves as an important referential document for government decision-making in educational financing. I have been a key member of several important projects, ranging from policies for educational development to educational cost-benefit and cost effective analysis and education for those in poor areas of China, which were entrusted by MoE of China as well as international agencies like UNICEF.

The research reports have had a big influence on government policy-making, resulting in a fairly large impact on the education in rural China. In recent years a series of important education policies have been formulated based on the research projects in which I participated. The report on Costs and Financing of Basic Education in the Poor Provinces of China led to initiation of a three-year Compulsory Education Project to improve the educational conditions of the poor areas of China. The suggestion based on the analysis of the feasible expansion of higher education in 1999 has been adopted. The recommendation for further expansion of post-secondary education during the next five-year period has been on the agenda of the 10th Five-year (2000-2005) plan and a proposal for a cost recovery system of higher education has been put into practice. In recognition of my outstanding performance, I was selected to work as a research associate for Dr. (name) of the Faculty of Education at (university name) in 1998, and I gained high appraisal for both my work and personality.

The research work fostered my independent research ability in educational administration and planning, and the economics of education. However, to address issues in Chinese education, such as inequity and poor qualities, acute scarcity but big wastes of educational resources etc., needs systematic study about education, especially methodologies and theories for conducting research in this regard. Moreover, the 8-month fruitful work with Dr. (name) gave me a stimulus for a further study in the area of Economics and Education. The research project I was involved in, the intensive study in the library after work, and attendance of several courses (Education and Economic Development, Educational Planning, etc.) made me more aware of what Educational research means to the developing nations like China.

The diverse and professional curriculum at the College of Education, Michigan State University is the greatest attraction to me. I hope to develop advanced knowledge in the area of Educational Policy. Under the guidance of your faculty and with the use of your modern facilities, I will be able to pursue further knowledge in the field, especially systematic educational research theories and methodologies. With my work experience, my statistics background and the desire to study, I am confident that I have the ability to accept any challenges that may come to me.

After graduation, I would like to continue my research work in China, to do more for the realization of education for all, especially for the children in poor areas.