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ERIC Number: EJ940368
Record Type: Journal
Publication Date: 2012-Jan
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0738-0593
Does Cram Schooling Matter? Who Goes to Cram Schools? Evidence from Taiwan
Liu, Jeng
International Journal of Educational Development, v32 n1 p46-52 Jan 2012
Attendance at cram schools is an experience that the majority of Taiwanese have while growing up. However, the incidence and impact of cram schooling are still understudied and have yet received much attention. In this paper, I first illustrate the development of cram schools in Taiwan, and demonstrate the important changes on institutional factors and legitimacy of cram schools. Then I use data collected by Taiwan Education Panel Survey to investigate the net effect of cram schooling on students' academic performance, and to test whether the opportunity of cram school participation reflects specific patterns of stratification. Empirical results indicate that cram schooling "does" matter: attending cram schools has a significantly positive effect on a student's analytical ability and mathematical performance. However, cram school participation does "not" reflect specific patterns of social stratification: the opportunity of going to a cram school for a male student is not significantly different from that of a female; the effects of family background on students' cram school participation are not as critical as they were in the past. (Contains 5 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan