<p>This study examines whether China’s Targeted Educational Poverty Alleviation (TEPA) governance framework contributed to educational equity across the dimensions of opportunity, process, and outcomes. Using China Family Panel Studies (CFPS) data from 2010 to 2020 and an age-stage matched difference-in-differences design comparing nationally designated impoverished and non-impoverished counties before and after the implementation of TEPA, we find that: (1) exposure to the TEPA governance framework was associated with significant improvements in opportunity equity, reflected in reduced enrollment probability gaps between impoverished and non-impoverished counties; (2) process equity improved significantly in TEPA counties, as evidenced by higher educational expectations, greater household educational investment, stronger positive learning habits, and greater confidence in future life prospects; and (3) TEPA exposure was associated with improved outcome equity, reflected in narrower disparities in educational attainment (years of schooling) and cognitive development (cognitive ability). The estimated associations were generally stronger among females, suggesting that TEPA also contributed to narrowing gender disparities in education. Overall, the findings provide systematic evidence on the effectiveness of the TEPA governance framework in promoting educational equity in China and offer policy implications for education-centered poverty reduction and equity enhancement in developing countries.</p>