The Analysis of the Relationship between Cram School Attendance and Academic Grades of Junior High Students: A Case Study on Panel Data

• Main Authors: Huei-Jen Kuo, 郭蕙禎
• Other Authors: 黃芳玫
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/53683937947011632016

碩士 === 國立臺灣大學 === 農業經濟學研究所 === 100 === 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.