Details of a Researcher - Akabayashi, Hideo

Papers - Akabayashi, Hideo

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大学での奨学金受給と家計の経済状況：JHPS第二世代付帯調査による分析

Akabayashi Hideo

PDRC Discussion Paper Series, Keio University DP2020-014 1 - 21 2021

CiNii Research

大学での奨学金受給と家計の経済状況：JHPS第二世代付帯調査による分析

Akabayashi Hideo

Keio-IES Discussion Paper Series DP2021-006 1 - 21 2021

CiNii Research

Intergenerational Income Mobility: An Analysis based on JHPS Second Generation Supplement

H Akabayashi, M Naoi

Keio-IES Discussion Paper Series 2021

College loans and scholarships and economic status of parents: An analysis based on the JHPS Second Generation Supplement

H Akabayashi, J Wang, M Kobayashi, S Sano, T Tamura, M Naoi

Keio-IES Discussion Paper Series 2021

National context and socioeconomic inequalities in educational achievement

M Olczyk, T Schneider, E Washbrook, H Akabayashi, C Boinet, ...

Ined 2021

A comparative analysis of children’s time use and educational achievement: Assessing evidence from China, Japan and the United States

Nakamura R., Yamashita J., Akabayashi H., Tamura T., Zhou Y.

Chinese Journal of Sociology (Chinese Journal of Sociology) 6 ( 2 ) 257 - 285 2020.04

ISSN 2057150X

Various forms of empirical evidence suggest that parental socioeconomic status (SES) is strongly related to educational outcomes and many countries attempt to close achievement gaps among children. Parenting practice is one important mechanism through which educational inequality emerges across families with different SES. In this paper, we show that the class gap in children’s time use and academic achievements reflects parenting styles and parental practices stratified by parental SES by comparatively investigating the cases of China, Japan, and the USA, drawing on three sets of nationally representative longitudinal data. We find that for children aged 10–15 in China, parental SES has a strong impact on children's homework time and academic performance. Similar patterns are found in the results of 10–15-year-old children in Japan; however, homework time more weakly relates to the parents' education level. Moreover, restricting the samples to 14-year-old children and comparing the three countries, we find that the test score gap among parental SES is the largest in the USA; to fill the gap in math test scores between the first and fourth income quartiles, a sizable number of additional hours spent on homework are needed in the USA, compared to China and Japan.

Access to Document (DOI)

Gender differences in educational outcomes and the effect of family background: A comparative perspective from East Asia

Akabayashi H., Nozaki K., Yukawa S., Li W.

Chinese Journal of Sociology (Chinese Journal of Sociology) 6 ( 2 ) 315 - 335 2020.04

ISSN 2057150X

There is wide variation in the degree of gender gap in test scores around the world, suggesting the strong influence of institutions, culture and inequality. We present comparative evidence on the gender gap in educational achievement in China, Japan, and the USA, with an emphasis on the gender-specific effect of parental income and education, and the child’s own preferences for study subjects. We used three major national representative longitudinal surveys with rich information about cognitive outcome measures of respondent children as well as educational investment and parental socio-economic status that allow us to analyze their inter-relationship. We found that low household income tends to have more adverse effects on language test scores for boys than for girls in the USA, as is consistent with previous studies. However, it does not have an impact on gender gap in test scores in China and tends to affect girls more adversely than boys in Japan.

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C1-1 条件付分布による因果効果

繁桝算男, 古野公紀, 池本駿, 赤林英夫

Proceedings of the Annual Meeting of the Behaviormetric Society of Japan (The Behaviormetric Society) 48 ( 0 ) 68 - 71 2020

教育資金贈与信託制度の認知や利用と家庭内教育支出や学力との統計的関連

赤林英夫

Keio-IES Discussion Paper - 2020

CiNii Research

Subject variety and incentives to learn: Evidence from public high school admission policies in Japan

Akabayashi H., Naoi M.

Japan and the World Economy (Japan and the World Economy) 52 2019.12

ISSN 09221425

This paper provides evidence on whether mandating wider subject variety on high school entrance exams affects long-term educational achievement using Japanese historical experiences. In Japan, where high school education is non-compulsory, prefectural boards of education have retained the freedom to set admission criteria for public high schools within their prefecture, including the number of subjects tested on entrance exams. Using prefectural-level panel data, we estimate the effect of the number and choice of subjects tested at the time of high school entrance on the probability of college attendance three years later. We find that the variety of subjects tested has a positive effect on the later college enrollment. Our findings are broadly consistent with the incentive theory of testing (Lazear, 2006) and the empirical results from other countries.

Access to Document (DOI)

Vertical scaling of academic ability tests for elementary school first year students through junior high school third year students

Yamaguchi K., Shikishima C., Hoshino T., Shigemasu K., Akabayashi H.

Japanese Journal of Psychology (Japanese Psychological Association) 90 ( 4 ) 408 - 418 2019

Research paper (scientific journal), ISSN 00215236

This study aimed to vertically scale the mathematics and Japanese academic ability tests of the Japan Child Panel Survey (JCPS) for elementary school first year students through junior high school third year students (grades 1-9 in the U.S.). We used an anchoring test design based on the item response theory. Two test samples were used: JCPS test participants (n = 3,916) and anchoring test participants (n = 7,210). After estimating the item parameters with a two-parameter logistic item response model, the equating coefficients were estimated with the Haebara method. The tests were scaled for elementary school fifth year (grade 5) in the end. The number of items included in the final analyses was 94 for mathematics and 108 for Japanese language studies. The mean level of estimated individual latent academic ability progressed according to grade level. Therefore, the JCPS tests appear to be able to capture the developmental changes of students from elementary school to junior high school. Future research should examine the relationship between children’s academic development and various factors, such as psychological traits or family environment, using the JCPS research data.

親の早期の対応が子どもの認知的達成や非認知的成熟に及ぼす影響の効果の評価:Millennium Cohort Studyデータのベイズ的分析

繁桝算男, 古野公紀, 池本駿, 赤林英夫

Annual convention of the Japanese Association of Educational Psychology (The Japanese Association of Educational Psychology) 61 ( 0 ) 157 2019

ISSN 2189-5538

What Are the Effects of Student Loan Repayment on Youths’ Lives: Findings from JHPS 2nd Generation Follow-up Survey

赤林英夫, 小林雅之

Center for Education and Research Development Working Paper,University of Tokyo 10 56 - 62 2019