Does Shadow Education Complement Formal Education Fairly and Effectively? Findings From TIMMS 2019

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Abstract

This study explores the impact of shadow education on academic achievement and its distributive justice across socioeconomic contexts by analysing TIMSS 2019 data. It finds that participation in shadow education is strongly associated with high family expectations and academic pressures, but has a limited effect on improving maths achievement. The findings highlight the need to consider more complex contextual factors and underlying variables to fully understand the impact of shadow education on academic performance and provide an empirical basis for education policy formulation to promote equity and improve the quality of education.

Author

• Gaojie Cao, Durham University