Private tutoring and academic achievement in a selective education system

Maria Zumbuehl, Stefanie Hof and Stefan Wolter

Education Economics, 2025, vol. 33, issue 4, 613-630

Abstract: This study explores how private tutoring relates to students’ transitions to demanding post-compulsory schools and their success there, considering their competencies after tutoring but before the transition. Analyzing PISA and linked register data from Switzerland, we find that students who received private tutoring before the transition are more likely to struggle in selective schools compared to non-tutored peers with similar competencies. While our results are not causal due to the non-random nature of private tutoring uptake, our findings underscore a potential concern regarding selection mechanisms for entry into selective education.

Date: 2025
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Related works:
Working Paper: Private Tutoring and Academic Achievement in a Selective Education System (2022)
Working Paper: Private tutoring and academic achievement in a selective education system (2022)
Working Paper: Private Tutoring and Academic Achievement in a Selective Education System (2022)
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DOI: 10.1080/09645292.2024.2382990

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