Choice and Expenditure: A Double Hurdle Model of Private Tutoring in Qatar

Abstract

To shed light on the demand for private tutoring, this paper presents new evidence for the case of Qatar. The household demand for private tutoring is estimated using the double hurdle model using a sample of 1226 participants from the 2012 Qatar Education Survey. Using statistical model selection criterion, the Cragg model is preferred overall to establish the demand for private tutoring in Qatar. The findings show that nationality of parents, mother's educational background, the grade the student attends, and the type of school attended pose a significant influence on the likelihood of using private tutoring and the amount. These findings suggest that without monitoring, access to high quality education will be unequal. In particular, students from well-off families will benefit the most from additional hours of education and build an advantage that could eventually lead to the creation of an unequal society.