good levels in the national Key Stage 2 tests to secure places in popular secondary schools.
Recent evidence indicates that preparation for examinations is the main business of many
private tuition agencies (Tanner et al, 2009).
Parents invest in private tuition in the expectation that it will improve their children’s
attainment and many parents and tutors attest to the effectiveness of tutoring. This expectation
is supported by some research, however the evidence is limited and findings are mixed.
Rushforth and Ireson (2009) found that when students’ prior attainment is controlled
statistically the effects of private tutoring on attainment in Key Stage tests and GCSE
examinations are small and vary between different subjects. Emer (2009) found no significant
effects of tutoring on attainment when key variables were statistically controlled. In contrast,
experimental studies such as those of Mischo and Haag (2002) and Bloom (1984) found that
tutoring raised achievement. Ireson (2004) points to the quality of tutoring as a factor that is
likely to influence effectiveness and which deserves greater attention in future research.
Students frequently indicated that a mix of factors contributed to the employment of tutors.
Tutors were employed to help students learn faster, to keep up with work or to catch up on
work they had missed, perhaps through illness. Older students were more likely to indicate
that they did not learn well from their teachers. A small yet significant number had tutoring to
help with additional learning needs even though schools have a statutory obligation to provide
support, which suggests that in some cases this support was insufficient, leading families to
seek extra assistance.
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