Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/267277 
Year of Publication: 
2022
Series/Report no.: 
CESifo Working Paper No. 10044
Publisher: 
Center for Economic Studies and ifo Institute (CESifo), Munich
Abstract: 
Decisions about admission to selective schools usually rely on performance measures. To reach a required achievement threshold students may make use of additional resources, such as private tutoring. We investigate how the use of private tutoring relates to the transition probability to an academically demanding post compulsory school and the probability to successfully pass through this school, controlling for the students competencies after tutoring, but before the transition. Using PISA and linked register data from Switzerland, we find that students who had private tutoring before the transition are more likely to fail in the selective school than students who had the same level of competencies without tutoring.
Subjects: 
private tutoring
educational achievement
PISA
Switzerland
JEL: 
D82
I21
I24
Document Type: 
Working Paper
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