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This article introduces new data and analytical strategies focused on Japan, showing that comparatively high achievement appears even among fourth graders when juku attendance is low. 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67 April 20, 2020  \nArizona State University  \nISSN 1068-2341  \nIs Shadow Education the Driver of East Asia’s High Performance on Comparative Learning Assessments?1  \nJeremy Rappleye  \n&  \nHikaru Komatsu  \nKyoto University  \nJapan  \nCitation: Rappleye, J., & Komatsu, H. (2020) . Is shadow education the driver of East Asia’s high performance on comparative learning assessments? Education Policy Analysis Archives, 28(67) .  \n[https://doi.org/10.14507/epaa.28.4990](https://doi.org/10.14507/epaa.28.4990)  \nAbstract: East Asian students consistently top comparative assessments of academic achievement. Yet, rather than attempting to develop more sophisticated understandings of this difference, the most common reaction is to attribute East Asian performance to longer study hours and/or the attendance at schools focused on academic skill enhancement and test preparation (i.e. , juku) . Herein we seek to contribute to a richer debate both by presenting new data and findings in relation to Japan, and by highlighting new analytical strategies to understand the relationship between East Asian performance and shadow education. Specifically, we highlight that comparatively high levels of achievement among Japanese students were apparent even at the level of fourth graders, even though juku attendance was low prior to this stage. This suggests that juku attendance is not the primary factor for the high academic achievement of Japanese students. The wider significance of these findings lies in countering both common portrayals of East Asian success and factually inaccurate information disseminated by organizations such as the OECD. In so doing, researchers are in better position to  \n1 Both authors contributed equally to this piece.  \nelaborate new, more sophisticated theories that explain East Asia’s consistently worldleading academic achievement.  \nKeywords: alternative theories; international large-scale assessments; scale mismatch; stereotypes; TIMSS  \n¿Es la educación en la sombra el impulsor del alto rendimiento de este de Asia en las evaluaciones de aprendizaje comparativo?  \nResumen: Los estudiantes de este de Asia constantemente superan las evaluaciones comparativas de rendimiento académico. La comprensión común de esta diferencia esatribuir el rendimiento del este asiático a horas de estudio más largas y / o la asistencia aescuelas enfocadas en la mejora de habilidades académicas y la preparación de exámenes (es decir, juku) . Este estudio presenta nuevos datos y hallazgos de Japón y destaca estrategias de noticias para comprender la relación entre el desempeño de este de Asia y laeducación en la sombra. Los niveles de logro comparativamente altos entre los estudiantes japoneses fueron evidentes a nivel de cuarto grado, a pesar de que la asistencia al juku era baja antes de esta etapa. Esto sugiere que la asistencia al juku no es el factor principal para el alto rendimiento académico de los estudiantes japoneses. Los hallazgos contrarrestan tanto las representaciones comunes del éxito de este de Asia como la información inexactadifundida por organizaciones como la OCDE. La investigación futura necesita desarrollarteorías que expliquen mejor el logro académico líder mundial de este de Asia.  \nPalabras clave: teorías alternativas; evaluaciones internacionales a gran escala; desajustede escala; estereotipos TIMSS  \n¿A educação na sombra do impulsor do alto desempenho da Ásia leste nasavaliações de aprendizagem comparativa?  \nResumen: Os estudiosos da Ásia leste podem superar as avaliações comparativas dedesempenho acadêmico. A composição comum dessa diferença é atribuir o retorno a estenúmero de horas de estúdio asiáticas, maior do que o número de sessões de assistência enfocadas na grande quantidade de habilidades acadêmicas e na preparação de exames (es decir, juku) . Este estúdio apresenta novos dados e resultados ","cbCaitqnuSpSUph4","https://ap.wps.com/l/cbCaitqnuSpSUph4","pdf",547015,25,"English","# Abstract\n# Keywords\n# Introduction and framing\n## Evidence from PISA and TIMSS","[{\"question\":\"What common explanation is challenged by the article?\",\"answer\":\"The article challenges the idea that East Asia’s high achievement is primarily driven by longer study hours and attendance at test-preparation schools such as juku.\"},{\"question\":\"What new evidence is highlighted for Japan?\",\"answer\":\"It highlights that Japanese students show comparatively high achievement as early as fourth grade, even though juku attendance was low at that stage.\"},{\"question\":\"Why are the findings considered significant?\",\"answer\":\"They counter common portrayals of East Asian success and address factually inaccurate information disseminated by organizations such as the OECD.\"}]","Is Shadow Education the Driver of East Asia’s High Performance on Comparative Learning Assessments? | PDF",1792093765,63]