In recent years, despite China’s sustained expansion of public investment in education, pronounced regional disparities in educational development persist, revealing the practical constraints of the existing fiscal sharing structure in advancing equity objectives. In particular, the mechanism through which the allocation of fiscal responsibilities between central and local governments influences educational equity performance remains insufficiently examined in a systematic and empirical manner. From the perspective of fiscal structure, this study seeks to identify and explicate the evolutionary trajectory of educational fiscal equity in China, as well as its underlying institutional determinants. To this end, the study constructs a fiscal performance evaluation framework comprising seven core indicators. Objective weights are assigned using the entropy method, and the TOPSIS model is subsequently employed to conduct a comparative ranking analysis of national education fiscal performance over the period from 2013 to 2023. The results indicate that educational fiscal equity has exhibited an overall upward trend during the study period; however, its evolution displays clear stage-specific characteristics. In the initial phase, improvements in equity were primarily driven by fiscal expansion, leading to rapid gains. In the subsequent period, progress became increasingly constrained by structural optimization bottlenecks, with fiscal performance gradually stabilizing at a plateau in more recent years. Further analysis reveals that the persistently heavy fiscal burden borne by local governments, coupled with the relatively limited regulatory and equalization capacity of the central government, constitutes a key structural impediment to the sustained improvement of educational equity. By elucidating the internal mechanism through which the allocation of fiscal responsibilities shapes educational equity performance, this study provides both theoretical grounding and quantitative support for deepening fiscal system reform and optimizing policies related to the allocation of educational resources.

This study employs a Triple-Difference (Triple-DID) model, utilizing balanced panel data at the district level from Beijing, Shanghai, Shenzhen, and Hangzhou between 2018 and 2024, to critically evaluate the effectiveness of the Multi-School Zoning Policy (MSZP) in suppressing the capitalization of educational resources into housing prices and promoting educational equity. The research explicitly accounts for spatial and institutional heterogeneity as well as household strategic behavior.The results indicate that: (1) MSZP significantly reduced the average housing price premium associated with elite school districts by 15.2%, with the strongest effect observed in Beijing and the weakest in Hangzhou; (2) The policy's effectiveness diminishes as the spatial concentration of high-quality educational resources increases, highlighting persistent structural inequalities; (3) In areas characterized by resource monopolization and strong institutional inertia, the policy's suppressive effect on educational capitalization and its gains in educational equity are both constrained.The findings suggest that MSZP alone cannot fully overcome the "spatial lock-in" effect of high-quality educational resources. Achieving lasting equity requires complementary deeper institutional innovations, such as robust cross-district teacher rotation, transparent resource allocation mechanisms, and adaptive zoning algorithms. This research offers quantitative evidence for optimizing policy and institutional tools in the pursuit of comprehensive urban education reform.