In Japan, the more parents earn, the higher their children's academic test scores, a new survey has revealed. Commissioned by the Education, Science and Technology Ministry, the survey results released last month show a clear link between parental income and test results.

This basic inequality goes to the heart of what should be a democratizing educational system. However, the survey also showed that income is not always destiny.

The disparity in academic performance between students of low- or high-income families was clearly established. Those whose parents have an annual income between ¥12 million and ¥15 million scored nearly 20 percent higher on average than children whose parents' annual income is less than ¥2 million. This difference reveals a terrible rift in Japanese society, one that will likely increase if the social income gap continues to widen.

However, money was not the only causal factor in student performance on national tests. The survey found many activities boosted student performance regardless of socioeconomic level. Reading books, talking about the news or going to museums all led to higher scores at all income levels. Clearly, encouraging academic achievement does not entirely depend on how much money is spent. Parental effort and attitude count tremendously.

Schools, too, play a role in student performance. The determining factor was not so much emphasis on test-taking strategies or drill practice as on such basic daily behaviors as active participation, friendly greetings and a positive atmosphere at schools. Giving teachers much-needed training programs outside school also boosted student performance regardless of parents' income.

Japanese society is becoming increasingly unequal, but not irreversibly so. Education is tilted toward the wealthy, but the democratic foundations are not entirely lost. Clearly, parents and schools both need to emphasize early education and active engagement with youngsters instead of heaping on more pressure to cram for exams when entrance time approaches. Rather than continuing to micromanage the testing system, the education ministry should focus its efforts on broadening experience and attitude from a young age by providing the kind of atmosphere and activities that really make a difference in students' lives.