The Relationship between Shadow Education and Mathematics Achievement in the United States and China (Shanghai).

摘要

This study, drawing on data from the Programme for International Student Assessment (PISA) 2012, examined the relationship of out-of-school-time-lessons to math achievement in tenth grade students in the US and China (Shanghai). Social economic status (SES) is used as moderator. Results of multiple regression analysis reveal that out-of-school-time-lessons is not the primary reason to explain the mathematics achievement gap between these two countries. After adding gender, SES, and school type as control variables, out-of-school-time-lessons is not significantly related to math achievement except 2-4 hours out-of-school-time-lessons in China (Shanghai). On the contrary, in the United States, out-of-school-time-lessons is negatively significantly related to math achievement. Thus, there are moderator effects of country. SES moderates the relationship between out-of-school-time-lessons and math achievement in China (Shanghai) but not in the US. At the end of the paper, limitations and implications of the paper are discussed.