@article{oai:stars.repo.nii.ac.jp:00009639,
 author = {中西, 啓喜 and NAKANISHI, Hiroki},
 issue = {2},
 journal = {桃山学院大学社会学論集, ST.ANDREW'S UNIVERSITY SOCIOLOGICAL REVIEW},
 month = {Feb},
 note = {The purpose of this paper is to examine aspects of cumulative advantage
in Japanese society by analyzing academic achievement from a follow-up
survey of elementary and junior high school students.
In Japan, analysis with panel data has revealed aspects of academic
achievement gaps. However, the findings are inconsistent because (1) the
measurement methods of the variables, (2) the grades analyzed, (3) the
regions surveyed, and (4) the analysis methods are not the same. Hence, it
is not possible to make rigorous comparisons as to whether the
achievement gap “widens” or “remains” as grades increase. In addition,
scientific research needs to be constantly validated through panel studies.
In recent years, the value of re-examination studies, in which another thirdparty researcher verifies the results of a study that has already been
published for confirmation, has begun to be reevaluated. Therefore, there is
a need to revisit the findings on academic achievement gaps by analyzing
new panel data.
The data used in this paper are academic achievement panel data
obtained from a survey conducted on elementary and junior high schools in
a regional core city (population of about 350,000). The analysis targets
fourth- through eighth-grade students in the 2009 birth cohort. The
academic achievement data is from the Norm Referenced Test (NRT), and
the students ʻSocio-economic Status (SES) is the parentsʼ educational
background and annual household income obtained from a questionnaire survey for parents. A growth curve model was used as the analytical
method.
The findings are as follows. (1) The SES variable is significant and
positive for the intercept of the academic achievement score, and the
academic achievement gap is observed at the 4 th grade. (2) The SES
variable is significant and positive to the slope for Japanese and science,
and the achievement gap widens for Japanese and science. (3) In math and
social studies scores, the SES variables were not significant to their slopes.
Hence, the academic achievement gap does not change with age in math
and social studies. What these analyses indicate is that changes in the
academic achievement gap “vary from subject to subject.”},
 pages = {63--83},
 title = {成長曲線モデルを用いた学力格差の連鎖・蓄積への一考察 : 実感と測定},
 volume = {56},
 year = {2023},
 yomi = {ナカニシ, ヒロキ}
}