The Effect of Private Tutoring on the Academic Achievement of students from Western Rural Area in China?—Fixed Effect Analysis Based on Panel Data
Using Fixed Effect Model with two waves of panel data about primary and middle school students of five western rural area in China， this study explores the prevalence of private tutoring in poor and undeveloped area in China， and whether private tutoring indeed matters to these students’ academic achievement. The results show that the use of private tutoring in western rural area is quite low， with about 9.9%-11.7% of primary students and 4.7%-9.9% of middle school students receiving private tutoring. Primary students with higher prior Chinese academic achievement tend to receive private tutoring， while Middle school students with lower prior academic achievement tend to attend math and Chinese tutoring. Specifically， although math tutoring has no causal impact on students’ academic achievement， the use of Chinese tutoring have significantly negative impact on students’ academic achievement for both primary school and middle school student sample which might due to the quality of tutoring in western rural area. In order to achieve educational equity， how to reduce the urban-rural gap and regional disparity of basic educational quality as well as educational resources outside school is a major issue.
|關鍵詞||课外补习、西部农村地区、固定效应模型、private tutoring、Western rural area in China、fixed effect model|