Private tutoring intensity in schools: a comparison between high and low socio-economic schools

Abstract

Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli elementary schools collected by the Ministry of Education in 2012. The results showed that in high school socioeconomic status (SES) schools the percentage of students who participated in PT was higher compared to low SES schools. In high SES, schools with high PT intensity were characterized by high school achievements whereas in low SES, schools were characterized with low school achievements. PT seems to be a factor that increases the social distinction between high and low SES schools. In Israel, PT seems to create distinct ‘school enclaves’ that reproduce social inequality.