Does private tutoring improve students’ National College Entrance Exam performance?—A case study from Jinan,China |
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| Institution: | 1. UTS Business School, University of Technology Sydney, Australia;2. WZB Berlin Social Science Center, Reichpietschufer 50, 10785, Berlin, Germany;3. Technical University Berlin, Germany;4. Department of Economics, Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan;1. Comparative Education Research Centre, The University of Hong Kong, Pokfulam, Hong Kong;2. UCL Institute of Education, London, United Kingdom;1. School of Global Policy and Strategy and Department of Economics, University of California, San Diego, and NBER, USA;2. The China Institute for Educational Finance Research, Peking University, China;3. Institute for Economic and Social Research, Jinan University, China;4. School of Management and Economics, The Chinese University of Hong Kong, Shenzhen, Shenzhen Finance Institute, Shenzhen Research Institute of Big Data, China |
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| Abstract: | With the increasing attention on improving student achievement, private tutoring has been expanding rapidly worldwide. However, the evidence on the effect of private tutoring is inconclusive for education researchers and policy makers. Employing a comprehensive dataset collected from China in 2010, this study tries to identify the effect of private tutoring on student achievement in the National College Entrance Exam (NCEE) of China. This study finds that private tutoring has mixed and heterogeneous effects on mathematics, Chinese language, and English language respectively and on the NCEE total score. The average effect of private tutoring is not significant, but it may have a significant and positive effect on urban students with lower achievement or in schools with certain quality. Students from schools with more educational inputs are more likely to benefit from private tutoring. |
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