The Analysis of the Relationship between Cram School Attendance and Academic Grades of Junior High Students: A Case Study on Panel Data
Date Issued
2012
Date
2012
Author(s)
Kuo, Huei-Jen
Abstract
Cram-school education which accounts for 0.23% of GDP in 2006 is popular in Taiwan due to a highly competitive formal education system. In addition to formal education, can cram-school education provide added value to improve students’ academic attainments attracts great attentions to education policy makers and social scientists? Previous studies mainly focus on cross-sectional data set to examine the relationship between academic attainments and cram-school education. In this study, we make a use of a panel data-Taiwan Youth Project, to investigate the association between the changes in cram-school participation status and their academic performance. Furthermore, we take into account the endogeneity between cram-school participation and academic achievements by applying Endogenous Switching Regression Model.
Our research finds that participating in cram school has a positive effect on the academic performance of a junior high student. Conditional on students who participating in cram schools, when they became cram-school nonparticipation, their academic performance became substantially lower. Meanwhile, for students who do not attend cram-school education, when they participated cram-school education, they made substantial progress on their academic performance. Furthermore, the participation in cram education has a larger impact on academic performance for an elder youth than for a younger youth. For example, students participating in cram school in the 8th grade had a larger negative impact when they became cram-school nonparticipation.
Subjects
Cram schooling attendance
Endogenous Switching Regression Model
SDGs
Type
thesis
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