Supplementary Tutoring for Compulsory Education Students in China: Status and Trends
Haiping Xue 1 and Chenchen Fang 2
1 Capital Normal University
2 Beijing Normal University
© East China Normal University & East China Normal University Press, Shanghai, China
Keywords
Compulsory education;supplementary tutoring; shadow education;developmental trends
Abstract
Purpose—The purpose of this paper is to explore the current status of, and developmental trends affecting, the participation in supplementary tutoring by compulsory education students in China.
Design/Approach/Methods—Based on the data from the China Family Panel Study (CFPS) conducted by the Peking University Institute of Social Science Survey in 2010, 2012, 2014, and 2016, the paper uses the method of multilevel linear model to comprehensively analyze problems involving a multilevel data structure.
Findings—The paper finds that the proportion of compulsory education students participating in supplementary tutoring (and the expenditure on such tutoring) increased annually before declining in 2016. Students with higher socioeconomic status, higher school quality, and better academic performance have a higher tutoring participation rate and also spend more on tutoring. Students in China’s three northeastern provinces and eastern coastal areas have higher participation rates in tutoring and higher tutoring expenditures.
Originality/Value—Supplementary tutoring in China already has its own developmental patterns and trends; however, few scholars have empirically studied the developmental patterns and trends of supplementary tutoring in compulsory education based on longitudinal survey data.
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