Fewer school days,more inequality |
| |
| Institution: | 1. Hitotsubashi University, Graduate School of Economics, Naka 2-1, Kunitachi, Tokyo 186-8601, Japan;2. Research Institute of Economy, Trade and Industry, Japan;3. Tokyo Center for Economic Research, Japan\n;4. IZA, Germany\n;1. Management School, University of Liverpool, Liverpool L69 7ZH, UK;2. School of Business and Economics, University of Exeter, Exeter EX4 4PU, UK;1. Faculty of Commerce, Chuo University, 742-1 Higashi Nakano, Hachioji, Tokyo 192-0393, Japan;2. School of Political Science and Economics, Waseda University, 1-6-1 Nishi Waseda, Shinjuku-ku, Tokyo 169-8050, Japan;3. Faculty of Business and Commerce, Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan;1. Faculty of Economics, Okayama Shoka University, 2-10-1, Tsushima Kyomachi, Kita-ku Okayama, Japan;2. Professor Graduate School of Economics, Kobe University, Rokkodai 2-1, Nada-ku, Kobe, 657–8501, Japan;1. Graduate School of Economics, Nagoya University, Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan;2. School of Business Administration, Nanzan University, 18 Yamazato-cho, Showa-ku, Nagoya 466-8673, Japan |
| |
| Abstract: | This paper examines how the intensity of compulsory education affects the time use and academic achievement of children from different socioeconomic backgrounds. The impact is identified off the school-day reduction of Japan in 2002 that resulted when all Saturdays were set as public-school holidays. An analysis of time diaries and test scores reveals that the socioeconomic gradient of 9th graders’ study time becomes 110% steeper and the socioeconomic gradient of 10th graders’ reading test scores becomes 20% steeper after the school-day reduction. Intensive compulsory education contributes to equalizing the academic performance of children from different socioeconomic backgrounds, at least for some subjects. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
