Poor high schools in China are typically found in rural areas and underfunded urban districts. These schools often lack adequate resources, including qualified teachers, modern facilities, and educational technology. According to a report by the Chinese Ministry of Education, there are approximately 20,000 rural schools in China that are considered underfunded and in need of improvement. The disparities in educational resources are further compounded by regional economic differences, with schools in poorer provinces often struggling to meet basic educational standards.

The reasons for the existence of poor high schools in China are multifaceted. Firstly, the country's vast geographical size and diverse economic landscape contribute to significant regional disparities. Urban areas, particularly those in coastal provinces, tend to have more economic resources and, consequently, better-funded schools. In contrast, rural areas often suffer from a lack of investment in education, which leads to underfunded schools. Additionally, the Chinese government's policy of allocating educational resources based on population density and economic development has resulted in uneven distribution of resources across the country.

Data from the China Education Statistics Yearbook indicates that in 2020, the average per capita expenditure on education in urban areas was approximately $2,800, while in rural areas, it was only about $1,500. This significant gap in funding directly impacts the quality of education provided in rural schools. Furthermore, the report also highlights that rural schools are more likely to have a higher teacher-to-student ratio, which can hinder the effectiveness of instruction.

The lack of qualified teachers is another critical factor contributing to the poor performance of high schools in China. Many rural schools struggle to attract and retain skilled educators due to lower salaries and limited career advancement opportunities. This situation is exacerbated by the urban-rural "brain drain," where qualified teachers and administrators migrate to urban areas in search of better job prospects and living conditions.

In conclusion, poor high schools in China are primarily located in rural areas and underfunded urban districts, resulting from regional economic disparities, government policies, and a lack of qualified teachers. Addressing these issues requires targeted investment in education, improved resource allocation, and efforts to attract and retain skilled educators in rural areas.