Effects of investments in out-of-school education in Germany and Japan

Steve R. Entrich

38 citations0/0 files storedContemporary Japan

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Global Educational Reforms and Inequalities School Choice and Performance Parental Involvement in Education

Abstract

The aim of this paper is to clarify in what ways school performance and out-of-school lessons are linked, with special emphasis on social disparities in educational attainment. Previous research about shadow education indicates that out-of-school education may indeed be a factor to improve the academic achievement of school students. On the other hand, it is stated nearly without exception that the socioeconomic background of a student plays a significant role for academic achievement as well. Using data of the 2009 Programme for International Student Assessment (PISA), this paper shows new findings in comparing effects of shadow education investments on students’ performance in Japan and Germany. We found that out-of-school education investments in both countries led to four significant outcomes: (i) in Japan, high school students’ academic achievement is increased due to out-of-school lessons; (ii) in both countries there is great variation in how out-of-school lessons affect academic performance according to the types of out-of-school lessons and the area of stay; (iii) out-of-school education determines higher achievement scores in international comparison in a decisive way and therefore provides a reasonable explanation for the Japanese success in PISA; and (iv) since the mid-1990s the system in Japan has advanced from a mixed to a predominantly enrichment out-of-school education system, while the German out-of-school education system is still of remedial character.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 38 citations exist upstream.

References

1975Education, Opportunity, and Social Inequality: Changing Prospects in Western Society.1993Persistent inequality : changing educational attainment in thirteen countries 1992Shadow Education and Allocation in Formal Schooling: Transition to University in Japan 2001Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement 1993Persistent Inequality: Changing Educational Attainment in Thirteen Countries. Social Inequality Series.2006Private supplementary tutoring: comparative perspectives on patterns and implications 2010Private tutoring and mass schooling in East Asia: reflections of inequality in Japan, South Korea, and Cambodia 2011The Challenge of Shadow Education: Private Tutoring and its Implications for Policy Makers in the European Union

Cited by

2020Shadow Education in Germany: Compensatory or Status Attainment Strategy? Findings from the German LifE Study 2020Gender- and SES-Specific Disparities in Shadow Education: Compensation for Boys, Status Upgrade for Girls? Evidence From the German LifE Study 2021Intensity and content of private tutoring lessons during German secondary schooling: effects on students’ grades and test achievement

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.