Fewer School Days, More Inequality
AbstractThis paper examines how the intensity of compulsory education affects the time use and academic achievement of children with 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 before and after the school-day reduction reveals that the socioeconomic gradient of 9th graders' study time becomes 80% steeper and the socioeconomic gradient of academic achievements of 8th and 10th graders becomes 20-30% steeper. Intensive compulsory education contributes to equalizing the academic performances of children with different socioeconomic backgrounds.
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Bibliographic InfoPaper provided by Institute of Economic Research, Hitotsubashi University in its series Global COE Hi-Stat Discussion Paper Series with number gd12-271.
Date of creation: Jan 2013
Date of revision:
Compulsory Education; Inequality; Socioeconomic Gradient;
Find related papers by JEL classification:
- I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-03-09 (All new papers)
- NEP-EDU-2013-03-09 (Education)
- NEP-LTV-2013-03-09 (Unemployment, Inequality & Poverty)
- NEP-URE-2013-03-09 (Urban & Real Estate Economics)
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Blog mentionsAs found by EconAcademics.org, the blog aggregator for Economics research:
- Supply-side socialism
by chris dillow in Stumbling and Mumbling on 2013-03-11 14:32:11
- Reduce inequality by increasing the number of school days
by Economic Logician in Economic Logic on 2013-03-27 14:02:00
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