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|Other Titles:||The Transition, Efficacy, and Stratification of Cram Schooling in Taiwan|
Department od Education, NTNU
The author begins by analyzing the development and transition of Taiwan's cram schools. The institutional and policy changes taking place in cram schools are discussed, as well as new questions about their legitimacy. The author then uses data from the junior high school student sample pool, collected by the Longitudinal Survey of Taiwan Education, in order to investigate the effect of “cram schooling” on students' analytical and mathematical ability, as well as to test the hypothesis that the opportunity to attend cram schools is highly correlated with gender and family background. The empirical results indicated, first, that cram schooling does matter: attending cram schools has significantly positive effects on a student's academic performance, in terms of both general analytical ability and mathematical comprehension. Secondly, it was found that cram school participation is sufficiently widespread in Taiwan that it does not reflect specific patterns of social and gender stratification. That is, a boy's opportunity to attend cram schools is not significantly different from a girl's opportunity; the effect of family background on students' cram school participation is also not as critical as used to be thought.
|Appears in Collections:||教育研究集刊|
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