Against the background of the worldwide expansion of shadow education, research shows that students from high socio-economic status (SES) backgrounds participate more in shadow education than students from disadvantaged SES backgrounds. We relate these social inequalities in shadow education participation to institutional features of educational systems. More specifically, we argue that the effect of socio-economic background on participation in shadow education will be stronger in countries characterized by high-stakes testing. Using data from the Programme for International Student Assessment for the year 2012 (PISA 2012), we show that higher SES students participate more in shadow education. For three out of four indicators of shadow education, this relationship is stronger in countries that are characterized by high-stakes testing but only when accounting for unobserved country differences.

在世界范围内的影子教育扩展的背景下，研究表明，具有较高社会经济地位（SES）背景的学生比处于不利地位的SES背景的学生更多地参与影子教育。我们将影子教育参与中的这些社会不平等与教育系统的制度特征联系起来。更具体地说，我们认为，在以高风险测试为特征的国家中，社会经济背景对参与影子教育的影响会更强。使用2012年国际学生评估计划（PISA 2012）的数据，我们显示，高级英语水平的学生会更多地参与影子教育。对于影子教育的四个指标中的三个，