دورية أكاديمية
After-School Tutoring and the Distribution of Student Performance
| العنوان: | After-School Tutoring and the Distribution of Student Performance |
|---|---|
| اللغة: | English |
| المؤلفون: | Huang, Min-Hsiung |
| المصدر: | Comparative Education Review. Nov 2013 57(4):689-710. |
| الإتاحة: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2013 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 4 Grade 8 Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | After School Education, Tutoring, Student Participation, Mathematics Education, Science Education, High Achievement, Low Achievement, Educational Benefits, Grade 4, Grade 8, Elementary School Students, Secondary School Students, Mathematics Achievement, Science Achievement, Scores, Comparative Analysis, Foreign Countries, Questionnaires |
| مصطلحات جغرافية: | Australia, Canada, Hong Kong, Iran, Italy, Japan, New Zealand, Norway, Philippines, Singapore, Taiwan, United Kingdom (Scotland), United States |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| DOI: | 10.1086/671346 |
| تدمد: | 0010-4086 |
| مستخلص: | As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school tutoring. To address these questions, I compared the distributions of student performance across countries with differing levels of participation in after-school tutoring, while controlling for country-level unobserved heterogeneity using a fixed-effects model. Participating in either mathematics or science tutoring after school is found to raise national average performance without widening the dispersion in student performance. In science, low-performing students benefit more from tutoring than do high-performing students. In mathematics, high-performing students benefit more from tutoring than do low-performing students. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2014 |
| رقم الأكسشن: | EJ1018358 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0010-4086 |
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| DOI: | 10.1086/671346 |