Deciding whether to use private tutoring services is now a common choice many households are facing globally. This paper presents new evidence for Qatar’s case to shed light on the demand for private tutoring. The household demand for private tutoring is estimated using the double hurdle model. A sample of 1132 parents of students in the 8th, 9th, 11th, and 12th grade from the 2012 Qatar Education Survey (QES) is used to establish correlates of the use of and expenditure on private tutoring. The Qatar Education Study is a nationally representative study of students, parents, teachers, and administrators. The findings indicate that demographic, socioeconomic, student and school characteristics affect the decision to participate in private tutoring and the amount households spend on private tutoring. Nevertheless, the effect of these characteristics on participation differs between Qataris and non-Qataris. Also, student grade is the only common factor that influences participation and expenditure decisions. Besides, male household heads and males students increase expenditure on private tutoring. These findings suggest the importance of socioeconomic factors, gender, and student grade policy interventions focusing on private tutoring. Relevant policies for different stakeholders in the education sector are discussed.

现在，决定是否使用私人补习服务已成为全球许多家庭面临的普遍选择。本文为卡塔尔案提供了新的证据，以阐明对私人补习的需求。家庭的私人补习需求是使用双关卡模型估算的。根据2012年卡塔尔教育调查（QES）的8年，9年，11年和12年级的1132名学生父母样本，用于建立私人补习的使用和支出的相关性。卡塔尔教育研究是一项对学生，父母，老师和管理人员具有全国代表性的研究。调查结果表明，人口，社会经济，学生和学校的特征会影响参加私人补习的决定以及家庭在私人补习上花费的金额。尽管如此，这些特征对参与的影响在卡塔尔人和非卡塔尔人之间是不同的。同样，学生成绩是影响参与度和支出决定的唯一共同因素。此外，男户主和男学生增加了私人补习的支出。这些发现表明，社会经济因素，性别和注重私人补习的学生成绩政策干预措施的重要性。讨论了针对教育部门不同利益相关者的相关政策。以及针对私人补习的学生成绩政策干预措施。讨论了针对教育部门不同利益相关者的相关政策。以及针对私人补习的学生成绩政策干预措施。讨论了针对教育部门不同利益相关者的相关政策。