The Impact of Shadow Education on Educational Equity and Achievement in East Asian Educational Systems

• In Event: Educational Equity in Global Environments

Abstract

By using multiple regression and hierarchical linear modeling, this study investigates private tutoring in five East Asian educational systems (Shanghai, Hong Kong, Japan, Korea, and Singapore) with the purpose of examining the impact of shadow education on student math achievement and education equity. Data come from the Programme for International Student Assessment 2012. Results indicate commercial company tutoring time is positively related to student math achievement, while personal tutoring and family tutoring are negatively related to it. Student socioeconomic status is positively associated with private tutoring. In Hong Kong, public school students are more likely to attend private tutoring, while results are opposite in Shanghai. Only in Korea is a shortage of qualified teachers positively associated with private tutoring.

Authors

• Xia Zhao, Lehigh University

• Alexander W. Wiseman, Lehigh University