This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Baker, D. P. Articles by Wiseman, A. W. Search for Related Content Social Bookmarking                         What's this?

Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement

Pennsylvania State University

The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutional­ization of mass schooling increasingly dominates contexts of schooling.

Educational Evaluation and Policy Analysis, Vol. 23, No. 1, 1-17 (2001)
DOI: 10.3102/01623737023001001


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				H.-A. Dang and F. H. Rogers The Growing Phenomenon of Private Tutoring: Does It Deepen Human Capital, Widen Inequalities, or Waste Resources? World Bank Res. Obs., September 1, 2008; 23(2): 161 - 200. [Abstract] [Full Text] [PDF]

				N.-H. Kang and M. Hong Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea Educational Researcher, May 1, 2008; 37(4): 200 - 207. [Abstract] [Full Text] [PDF]

				J. Woodward and Y. Ono Mathematics and Academic Diversity in Japan J Learn Disabil, February 1, 2004; 37(1): 74 - 82. [Abstract] [PDF]

				J. Schacter Preventing Summer Reading Declines in Children Who Are Disadvantaged Journal of Early Intervention, October 1, 2003; 26(1): 47 - 58. [Abstract] [PDF]

				G. K. LeTendre, B. K. Hofer, and H. Shimizu What Is Tracking? Cultural Expectations in the United States, Germany, and Japan American Educational Research Journal, January 1, 2003; 40(1): 43 - 89. [Abstract] [PDF]

				M. Akiba, G. K. LeTendre, D. P. Baker, and B. Goesling Student Victimization: National and School System Effects on School Violence in 37 Nations American Educational Research Journal, January 1, 2002; 39(4): 829 - 853. [Abstract] [PDF]