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Shadow Education and Academic Success in Republic of Korea

  • Soo-yong ByunEmail author
Chapter
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 23)

Abstract

This study examines the effects of different types of shadow education on academic achievement, using data from a longitudinal survey of a nationally representative sample of South Korean seventh graders. To control for pre-existing differences between students who used a particular type of shadow education and those who did not, the study employed a series of statistical models including propensity score matching techniques. Results show that the use of a particular type of shadow education (i.e., preparatory cram school) made a small difference in achievement gains in math, whereas other forms (i.e., individual tutoring, correspondence courses, on-line tutoring services, and Educational Broadcasting System [EBS]) made little difference. Limitations, implications, and future research directions are discussed.

Keywords

Propensity Score Academic Achievement Propensity Score Match Private Tutoring Math Achievement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Education Policy StudiesPenn State UniversityUniversity ParkUSA

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