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In this paper, two nationwide assessments for elementary and secondary students' educational achievement in Korea were reviewed for their assessment frameworks and the overall results; the Diagnostic Test for Basic Skills (DTBS) of Grade 3 elementary students and the National Assessment of Educational Achievement (NAEA) for Grade 6, 9 and 10 students. Also, the results for Korea in two large-scale international comparison studies were reviewed; the Trends in International Mathematics & Science Study (TIMSS) and the Programme for International Student Assessment (PISA). Finally, the author makes some suggestions for future research and policies on the student achievement from the Korean perspective. (Contains 3 figures and 2 tables.)

The purpose of this study is to examine the causal effects of after-school programs (ASPs) and private tutoring on Korean secondary school students' academic achievement. The students' data from the Gyeonggi Education Panel Study were used in this study for the actual data analysis. The study attempted to adjust for possible selection bias toward either the ASPs or private tutoring by using the inverse probability weight of the propensity score, which was derived from a seemingly unrelated bivariate probit model. The results demonstrated that ASPs and private tutoring both contributed to increases in Korean secondary school students' academic achievement, even after controlling for the selection biases toward both treatments. The magnitude of the effects of participating in ASPs or private tutoring was found to differ by education level; in middle schools, private tutoring showed a higher impact on academic achievement than did ASPs, whereas ASPs had a greater influence on high schools students' academic achievement than did private tutoring. Moreover, it was also revealed that there was no interaction effect between ASP participation and private tutoring participation in middle schools, but that a negative interaction effect existed in high schools. In addition, the differential effect of region size was calculated in order to examine the effect of ASPs and private tutoring in more depth, and the results demonstrated that the positive effects of ASPs and private tutoring on secondary school students' academic achievement were only significant in urban areas.

Typically a longitudinal growth modeling based on item response theory (IRT) requires repeated measures data from a single group with the same test design. If operational or item exposure problems are present, the same test may not be employed to collect data for longitudinal analyses and tests at multiple time points are constructed with unique item sets, as well as a set of common items (i.e., anchor test) for a study of examinee growth. In this study, three IRT approaches to examinee growth modeling were applied to a single-group anchor test design and their examinee growth estimates were compared. In terms of tracking individual growth, growth patterns in the examinee population distribution, and the overall model-data fit, results show the importance of modeling the serial correlation over multiple time points and other additional dependence coming from the use of the unique item sets, as well as the anchor test.

Private tutoring has become a worldwide phenomenon, yet there is little empirical evidence for the main factors leading the demand for private tutoring across nations. Using data from the Third International Mathematics and Science Study of 2003, this study classified the countries into four different groups according to the proportion of student participation in private tutoring and student achievement. Then, the study explored student- and school-level factors influencing the demand for private tutoring. From the HGLM analysis, the results revealed that the demand for private tutoring in Korea and Taiwan, which have higher participation rates in private tutoring and high-school-quality levels, is mostly explained by student-level variables (educational aspirations, instrumental motivation, self-confidence, and father's education) and school context variables (the community size and school SES). Meanwhile, the demand for private tutoring in the Philippines and Romania, both of which have high incidences of private tutoring and low-school-quality levels, varies widely among schools, and many of the school process variables (e.g., the use of remedial classes, amount of school homework, frequency of tests, and the use of grouping by ability) account for the relationships with private tutoring.

Background: The development of common bile duct (CBD) stones after laparoscopic cholecystectomy (LC) could be a stressful event for surgeons and patients. The purpose of this study was to investigate the risk factors for and the time of occurrence of CBD stones, which are detected at a certain period after LC in patients who have no history of having CBD stone before operation.Methods: A total of 1938 patients who underwent LC for benign gallbladder lesion were retrospectively analyzed. The patients were categorized into two groups according to the development of CBD stones at least 6 months after LC (case group, control group). The risk factors for and the time of development of CBD stones after LC were evaluated.Results: In a univariate analysis, the significant factors for the development of CBD stones were old age, acute cholecystitis, the presence of periampullary diverticulum, and the presence of gall bladder stones sized <0.55 cm. By multivariate analysis, acute cholecystitis (OR: 3.082, 95% CI: 1.306-7.272, p = 0.010), the presence of periampullary diverticulum (OR: 7.950, 95% CI: 3.425-18.457, p < 0.001), and the presence of gall bladder stones sized < 0.55 cm (OR: 5.647, 95% CI: 1.310-24.346, p = 0.020) were independent factors that could predict the development of CBD stones at least 6 months after LC. The time intervals of the development of CBD stones had evenly distributed during 50 months after LC.Conclusion: This study suggested that the surgeon should inform the possibility of the development of CBD stones who have the identified risk factors. [ABSTRACT FROM AUTHOR]