Choice and expenditure: A double hurdle model of private tutoring in Qatar

Abstract

Deciding whether to use private tutoring services is now a common choice many households are facing globally. This paper presents new evidence for Qatar's case to shed light on the demand for private tutoring. The household demand for private tutoring is estimated using the double hurdle model. A sample of 1132 parents of students in the 8th, 9th, 11th, and 12th grade from the 2012 Qatar Education Survey (QES) is used to establish correlates of the use of and expenditure on private tutoring. The Qatar Education Study is a nationally representative study of students, parents, teachers, and administrators. The findings indicate that demographic, socioeconomic, student and school characteristics affect the decision to participate in private tutoring and the amount households spend on private tutoring. Nevertheless, the effect of these characteristics on participation differs between Qataris and non-Qataris. Also, student grade is the only common factor that influences participation and expenditure decisions. Besides, male household heads and males students increase expenditure on private tutoring. These findings suggest the importance of socioeconomic factors, gender, and student grade policy interventions focusing on private tutoring. Relevant policies for different stakeholders in the education sector are discussed.