increase social stratification unless governments ensure that sufficient support is given in the
state education system.
Private tutors are likely to be employed when students face tests that affect transitions in the
education system and act as gateways to higher levels of education and high status
occupations. In England there are three main transition points when students face such tests,
in year 6 (age 10-11 years) when they prepare to move from primary to secondary school, in
year 11 (age 15-16 years) when they prepare to take GCSE examinations at the end of
compulsory education and in year 13 (17-18 years) when they sit Advanced level
examinations that are the gateway to university courses. This article therefore aims to provide
evidence on the nature and extent of tutoring received in these three year groups (year 6, 11
and 13). It examines whether the employment of tutors is affected by students’ socio-
economic and cultural background and explores students’ and parents’ views of the benefits
and drawbacks of supplementary tutoring.
Method
Design of study
A survey of students in years 6, 11 and 13 was undertaken in state maintained primary and
secondary schools in England, which were selected from a variety of demographic areas.
Researchers administered questionnaires to students in class during the 2003-4 school year,
prior to the introduction of government policies to increase individual tuition in schools.
Students were given questionnaires to take home for their parents to complete. The research
forms part of a wider project that included interviews with parents, however for reasons of