After-School Tutoring and the Distribution of Student Performance

Autor/in	Huang, Min-Hsiung
Titel	After-School Tutoring and the Distribution of Student Performance
Quelle	In: Comparative Education Review, 57 (2013) 4, S.689-710 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/671346
Schlagwörter	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; Australia; Canada; Hong Kong; Iran; Italy; Japan; New Zealand; Norway; Philippines; Singapore; Taiwan; United Kingdom (Scotland); United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Förderkonzept; Nachhilfeunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematische Bildung; Naturwissenschaftliche Bildung; Unterdurchschnittliche Leistung; Bildungsertrag; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Fragebogen; Australien; Kanada; Hongkong; Italien; Neuseeland; Norwegen; Philippinen; Singapur; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10