A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom.

SECONDARY schools; TUTORS & tutoring; ACADEMIC achievement; CLASSROOMS; INDIVIDUAL learning accounts

More and more students attend private supplementary tutoring to improve their academic achievement. Private tutoring might be understood as a reaction to insufficient instructional quality in school, especially regarding individual support. However, it might also be possible that parents generally see insufficient grades as an indicator of lacking support and engage a tutor in hopes of improvement or to enhance a competitive edge for their children. So far, the relationship between tutoring attendance and perceived individual learning support during classroom lessons has not been tested. We used multilevel analyses based on N = 2,842 students in 102 Grade 5 classrooms at German academic track schools to test for a relationship between private tutoring in several subjects and students' shared perception of the instructional quality in these subjects. On the individual level, we controlled for typical predictors of private tutoring such as academic achievement and family income, as well as for additional variables such as working behaviour and parental homework assistance. In classrooms with more individual support, students were less likely to start private tutoring in English. However, we did not find comparable relationships for tutoring in mathematics and German. Therefore, school principals and educational policy‐makers should monitor the incidence of private tutoring and consider within‐school structured tutoring programmes as an effective measure to improve academic achievement and to meet parents' desire for individualised instruction. [ABSTRACT FROM AUTHOR]

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