IDEAS home Printed from https://ideas.repec.org/a/mes/jpneco/v39y2012i3p3-29.html
   My bibliography  Save this article

Determinants of Academic Performance in Japan

Author

Listed:
  • Masakazu Hojo

Abstract

This article gives an overview of the empirical studies of the determinants of students' academic performance in Japan. Recent development in the availability of achievement data have enabled researchers, including economists, to identify the determinants of education outcomes. Economists have great curiosity about the determinants of students' academic achievement because achievement gaps among school-age children result in future income inequality. Education production functions are estimated using student-level achievement data for Japanese students, with emphasis on estimating the effect of ability grouping. The empirical results show that students' test scores are strongly affected by family backgrounds, whereas school resource variables have a more limited impact. We cannot reject the hypothesis that the effect of reducing class size is zero. On the other hand, the effects of family backgrounds become small when students are grouped according to their ability, suggesting a possibility that schools can succeed in reducing the gaps in opportunities among students from different family backgrounds.

Suggested Citation

  • Masakazu Hojo, 2012. "Determinants of Academic Performance in Japan," Japanese Economy, Taylor & Francis Journals, vol. 39(3), pages 3-29.
  • Handle: RePEc:mes:jpneco:v:39:y:2012:i:3:p:3-29
    DOI: 10.2753/JES1097-203X390301
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.2753/JES1097-203X390301
    Download Restriction: Access to full text is restricted to subscribers.

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Tanaka, Ryuichi & Ishizaki, Kazumi, 2018. "Do teaching practices matter for students’ academic achievement? A case of linguistic activity," Journal of the Japanese and International Economies, Elsevier, vol. 50(C), pages 26-36.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:mes:jpneco:v:39:y:2012:i:3:p:3-29. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Chris Longhurst). General contact details of provider: http://www.tandfonline.com/MJES19 .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.