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The impact of after-school programs on educational equality and private tutoring expenses

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Abstract

The purpose of this study was to examine how the implementation of after-school programs in Korea’s public schools is related to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI (Korea Education Development Institute) in (International conference for exploring the ways to activate the after-school program, KEDI, Seoul, 2007). The Chi-square test was employed to investigate (a) the relationship between after-school participation and family income and residential location of students (b) the association between after-school engagement and the reduction in private tutoring expenses. The study found that: (a) in general, low-income and rural students participated more than higher income and urban peers in after-school programs and (b) after-school participation was generally negatively associated with private tutoring engagement and the impact of after-school participation on the reduction in private tutoring expenses was stronger for low-income students in elementary and high schools and rural students in high schools. The overall findings provide further research issue regarding whether after-school programs can help foster educational equality by offering more opportunities for learning and achievement improvement for disadvantaged students. The results also imply the potential of after-school programs in reducing private tutoring expenses, particularly for low-income families.

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Notes

  1. A majority of specialized high schools include foreign language high schools that are allegedly known to have wealthy students.

  2. The details of the selected sample may be found in the Survey on the Status of Private Tutoring and the Study of the Policy Measures to Reduce Private Tutoring Expenses (Kim et al. 2007a, b, c).

  3. In this survey, rural areas refer to towns and subdivisions in counties.

  4. Three-dimensional contingency tables may be created by classifying subjects by three variables—e.g., after-school participation and family income and region. However, in this case, there may be the possibility that some cells have small frequencies and thus, the Chi-square test may not work well. In addition, considering the brevity of interpretation of the relationship between two variables, we used two-dimensional contingency tables.

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Acknowledgments

This study was conducted with the 2007 R&D Fund for Educational Policy from the Ministry of Education and Human Resources Development.

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Authors and Affiliations

  1. Sungkyunkwan University, Seoul, South Korea

    Sanghoon Bae & Hyunchul Kim

  2. Department of Education, College of Education, Seoul National University, Gwanakro 599, Shilim-dong, Gwanak-gu, Seoul, 151-748, Korea

    Hunseok Oh

  3. Kyungmin College, Gyeonggido, Korea

    Cheolwon Lee

  4. Kyungnam University, Masan, Korea

    Beomho Oh

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  1. Sanghoon Bae
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Correspondence to Hunseok Oh.

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Bae, S., Oh, H., Kim, H. et al. The impact of after-school programs on educational equality and private tutoring expenses. Asia Pacific Educ. Rev. 11, 349–361 (2010). https://doi.org/10.1007/s12564-010-9088-y

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