| 作者 | 浅川慎介（佐贺大学）、阿倍真子（日本经济研究中心）、大竹文雄（教职研究员）、佐野晋平（神户大学）、名方佳寿子（摄南大学） |
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| 发表日期/编号 | 2026年4月 26-J-021 |
| 研究课题 | 为实现真正发挥作用的循证决策（EBPM）的综合研究 |
| 下载/链接 |
概要
This study identified a paradoxical phenomenon in learning support programs for low-income household children: while these programs effectively enhance skills, proximity to home hinders participation. Using an administrative panel dataset from Amagasaki City, Japan, we estimated a probit model to analyze participatory behavior, and employed a treatment effect model to evaluate the program's impact on skill development and its underlying mechanisms. Our findings are twofold. First, locating classrooms within a student’s own school district significantly reduces the probability of participation. This is not due to physical distance but rather “welfare stigma,” as children fear their socioeconomic status becoming known to classmates. Second, while no average effect was found across all participants, students with high attendance and long-term participation showed significant increases in arithmetic/mathematics and Japanese language scores, driven by an increase of study hours. These results reveal a critical policy trade-off: accessibility can inadvertently increase social visibility and discourage uptake.
This is the Japanese version of the English Discussion Paper (26-E-028).