Why Shadow Education Fails

Since the 19 th century remedial education has come into the public eye.Then it experienced the continuous development of Russia in the mid-19 th century and Greece in the late 19 th century and Japan,Mauritius,other countries in the early 20 th century.Until the1980 s and 1990 s,remedial education was defined as shadow education in academic research.China began to study after-school supplementary education in the 1990 s and introduced the concept of shadow education in 2007.Shadow education is a simulation or extension of mainstream school education conducted by individuals and institutions in students’ spare time,including online and offline face-to-face teaching.Shadow education has the nature of making profits and "checking the lack of excellent students",increasing the academic burden of students.So it has the risk of widening educational inequality.On July 24,2021,the General Office of the CPC Central Committee and the State Office issued a "double reduction" policy to reduce students’ academic burden and regulate off-campus training to ensure that students learn well in their mainstream pedagogy schools.Based on the perspective of "opportunity cost" theory in economics,this study uses CEPS 2013-2014 dates through methods of descriptive statistical analysis,propensity score matching,stratified linear model and KHB to conduct robustness test to study the impact of shadow education on the academic achievement of students in compulsory education stage.Exploring the opportunity cost students give up in order to participate in shadow education:parent-child interaction relationship,whether this behavior is meaningful.This further provides strong empirical support for the national "double reduction" policy.On the whole,junior middle school students in compulsory education stage have no significant improved influence on their academic achievement by participating in shadow education.No matter whether students participate in shadow education or not,the academic achievement of students with good parent-child interaction relationship is significantly higher than that of students with average parent-child interaction relationship.Therefore,compared with participating in shadow education,maintaining a good parent-child interaction relationship has a more beneficial impact on students’ achievement in compulsory education stage.In addition,among the students who participated in shadow education,the Chinese and English scores of the students who participated in the extracurricular remedial classes of mathematics were higher than the scores of the students who participated in the extracurricular remedial classes of interest(painting,calligraphy,music,dance,chess,sports).Among the students who participated in the extracurricular remedial classes of culture,the scores of the students with good parent-child interaction relationship were higher than those with ordinary relationship.And the scores of the students who participated in the extracurricular remedial classes of interest were the same.In junior middle school students: boys’ academic achievement is significantly lower than girls’.Students who study and live in the higher school ranking,the better family economic status and the more abundant the family cultural capital,they will be more likely to participate in shadow education.But their academic performance will be lower.Students keep the moderate social scale and higher educational level of student’s parents,the better their academic achievement.The conclusion of this study proves that shadow education does not improve students’ academic achievement and lacks the value of participation.Under the background of market economy,the commercialization of shadow education weakens the positive influence of the primacy group on students’ development and it is not conducive to the cultivation of students’ healthy personality.