Can Tutoring Add to Children's Score? Estimation based on Heteroskedasticity IV

This study focuses on estimating the effect of tutoring on student achievement in urban China using data from the 2013-2015 China Educational Panel Survey (CEPS). Based on previous study, too much tutoring would add burden to students' academic performance and psychology pressure Despite its potential to enhance student performance, tutoring raises concerns about equity in education. To address the endogeneity problem that arises due to omitted variables, this study employs instrumental variables based on the heteroskedasticity of the error terms of tutoring expenditure with respect to variables that are independent of the omitted variables or uncorrelated to their variance. The results of this study demonstrate that tutoring has a positive and statistically significant effect on student achievement in urban China. Additionally, the study finds that this effect is more pronounced for students from families with higher socio-economic status. These findings contribute to the literature on the effectiveness of tutoring and provide insights that can inform education policy in China.