Motives for Intergenerational Transfer: Parental Investment in Education
Hwan Chung, Ph.D.

Abstract
In response to growing concern about the increasing private tutoring cost, this study seeks to discover what determines private tutoring costs in a family drawn from Becker’s model. Is private tutoring simply due to an “education mania” syndrome or severe competition embedded in society? Or is it a reasonable response of parents to low quality and poorly funded public schools? By examining this question, this paper can inform policy decisions concerning how the school system should be redesigned or modified, in order for public education to reduce the social inequality gap. The findings reveal that students with higher performance are more likely to receive private tutoring regardless of the quality of school inputs. It offers the several policy implications such that equalization policy is not effective in reducing the excessive parental inputs in private tutoring and it is necessary to differentiate the level of educational service in public as well as private schools.

Full Text: PDF     DOI: 10.15640/jehd.v7n4a5