2024/07/30 by Robin Benz, Merike Darmody, Emer Smyth
Social Sciences · #Diverse Education Studies and Reforms #Global Educational Reforms and Inequalities
paper · doi:10.1177/00207152241266791
openalex publication_date 2024/07/30 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
This article uses two longitudinal cohort studies (Growing Up in Ireland and the National Educational Panel Study) to examine how shadow education relates to academic performance in Ireland and Germany. Patterns of take-up of, and outcomes from, shadow education are found to reflect the particular country context—aimed at maintaining performance to avoid grade retention in Germany and preparing for a high-stakes upper secondary exam in Ireland. Participation enhances academic performance but only for students with lower levels of prior achievement. However, the relationship is not much stronger than with engagement in structured out-of-school activities. Thus, shadow education appears to be one of a number of strategies used by more privileged families to secure educational advantage.