This study investigates the effects of innovation reform on wealth inequality by analyzing China’s Comprehensive Innovation Reform Pilot Zones (CIRPZs). Employing a difference-in-differences methodology, we assess the impact of CIRPZs on urban wealth distribution among China’s prefecture-level cities. Our findings reveal a paradox: although CIRPZs are designed to stimulate economic growth and technological advancement, they inadvertently exacerbate wealth inequality. This outcome is confirmed through a series of rigorous robustness checks. We identify two key mechanisms driving this phenomenon: the virtual wealth effect, whereby technological progress disproportionately benefits tech-savvy individuals and firms, and wage stratification, leading to increased income disparities within innovative sectors. Additionally, we find that the impacts of CIRPZs vary across regions, with significant widening of wealth inequality observed in Beijing-Tianjin-Hebei, the middle reaches of the Yangtze River, and Chengdu-Chongqing, while a moderating effect is noted in the Central Plains. These insights emphasize the nuanced effectiveness of innovation reform policies and their implications for policymakers in developing economies. We advocate for policy frameworks that balance technological advancement with equitable economic outcomes, a crucial step for fostering sustainable and inclusive development.

The long-term low level of residents' property income is not only detrimental to the wealth accumulation of farmers, but also aggravates the urban-rural income imbalance. This paper uses an empirical approach to explore the mechanism of digital literacy's impact on farm households' property income. The main findings of this paper are as follows: (1) Digital literacy and its sub-dimensions can significantly increase the level of farmers' property income, with the strongest contribution of digital information acquisition literacy. (2) Digital literacy has a greater boosting effect on the property income of farm households with low education level heads, low physical capital households, and villages with better economic development. (3) Digital literacy increases the property income of farm households mainly through expanding social capital and improving risk preferences. The innovation of this paper is to construct a digital literacy evaluation index system based on a micro perspective that fits the behavioral characteristics of farmers, and reveal the impact and mechanism of digital literacy and its sub-dimensions on farmers' property income. This study expands the theoretical research related to digital literacy and farmers' property income, and provides a scientific basis for the choice of strategies to enhance the digital literacy of the majority of farmers, which is important for promoting wealth accumulation of farmers and achieving common prosperity.

Educational equity is the foundation of social equity, and education equalization is one of the serious issues to be solved by the government. This work considers one education equalization reform conducted by Suzhou Industrial Park of China, namely, the comprehensive "five to nine" (CFTN) housing purchase admission qualification adjustment policy, as an example and uses the resold housing transaction data to identify the effect of the equalization policy by the difference-in-differences (DID) method. Based on this natural experiment, the quantitative assessment results show that (1) the CFTN policy has a significantly positive effect on housing prices in nine-year consistent (NYC) school districts that belong to high-quality school districts; (2) the CFTN policy has no significant effect on housing prices in non-NYC consistent school districts that belong to ordinary school districts. These results uncover that the one-size-fits-all CFTN policy can only obtain significant housing price equilibrium effects in school districts above a certain level of education quality. For regions with backward education levels, the policy is ineffective. For these regions, continuously increasing high-quality educational resources and increasing educational service levels are essential solutions to reduce educational inequality.