Abstract
ABSTRACTPrivate tutoring has expanded and intensified in China. However, no government statistical data or other empirical studies fully capture its extent and characteristics. This paper analyses private tutoring received by students in Grades 1–12 as indicated by a nationwide representative survey entitled China Family Panel Studies. The paper employs a Hurdle model to examine determinants of demand for tutoring, focusing on factors related to students and their parents. The first step is concerned with the decision to receive tutoring or not; and the second step explores factors influencing expenditures on tutoring among those who decide to receive it.
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