Nutzung und Effektivität privat bezahlter Nachhilfe im Primarbereich

We discuss the sociological model of educational choice and Coleman's social capital approach in order to develop hypotheses on social selectivity in the use of private tutoring. Our empirical work is based on panel data on almost 1,800 students and their parents collected from elementary schools in two German states. Our logistic regression results provide little support for our hypotheses on educational aspirations and status maintenance, on parental help with homework, and on financial and time resources. The results show that the use of tutoring is driven mainly by low school performance. An additional investigation of the effectiveness of tutoring in a control group shows that private tutoring does not lead to improved achievement in German or mathematics between the third and fourth grades. [PUB ABSTRACT]