{"id":51261,"date":"2020-03-02T12:27:17","date_gmt":"2020-03-02T20:27:17","guid":{"rendered":"http:\/\/world.edu\/?p=51261"},"modified":"2020-03-02T12:27:17","modified_gmt":"2020-03-02T20:27:17","slug":"tutoring-kids-who-dont-need-it-is-a-booming-business-in-affluent-areas-where-parents-want-to-stack-the-deck","status":"publish","type":"post","link":"https:\/\/world.edu\/tutoring-kids-who-dont-need-it-is-a-booming-business-in-affluent-areas-where-parents-want-to-stack-the-deck\/","title":{"rendered":"Tutoring kids who don\u2019t need it is a booming business in affluent areas where parents want to stack the deck"},"content":{"rendered":"
\"\"

LPS-352<\/p><\/div>\n

 <\/p>\n

Many relatively well-off parents drive their kids to special activities after school. On top of trips to soccer practices and games or piano lessons and recitals, they increasingly make one more stop: a trip to their local after-school tutoring center.<\/p>\n

In most cases\u00a0these children don\u2019t attend underfunded schools<\/a>\u00a0or need help competing with those in affluent districts. Nor are they high school students looking to boost their SAT or ACT scores before applying to college. They are typically doing just fine at their schools or are ahead of their classmates. And yet they get private, long-term tutoring on a regular basis.<\/p>\n

I\u2019ve been researching this intensive after-school tutoring, which I call \u201chyper education<\/a>,\u201d for eight years. It\u2019s becoming a\u00a0more common extracurricular activity<\/a>\u00a0for children of all ages.<\/p>\n

Even if public schools provided the same quality of education for all, which is\u00a0demonstrably not the case<\/a>, I fear that this trend is increasing the advantages that the children of affluent families already have over their peers.<\/p>\n

Tutoring franchises<\/strong><\/h4>\n

Tutoring, of course, has long been commonplace within and outside of American schools to\u00a0help kids who are struggling to keep up in class<\/a>. While for-profit tutoring businesses have been in the United States for decades, they have grown\u00a0over the past two decades<\/a>\u00a0in urban and suburban communities alike.<\/p>\n

Franchised chains of after-school learning centers, such as\u00a0Kumon<\/a>,\u00a0Sylvan, Kaplan and Mathnasium<\/a>, operate in over 50 countries. Parents pay these multinational corporations around US$200 per month<\/a>\u00a0for each child to get math, reading and other kinds of lessons once or twice a week with their own curriculum and homework assignments intended to be more challenging than what is offered by the schools.<\/p>\n

While researching for my book\u00a0\u201cHyper Education: Why Good Schools, Good Grades, and Good Behavior Are Not Enough<\/a>,\u201d I interviewed more than 100 Asian American and white families with children in elementary or middle school whose kids go to after-school tutoring centers or participate in academic competitions, or do both.<\/p>\n

Most live in Boston suburbs, but some reside elsewhere in the United States. Nearly all of these children attend high-performing public schools. I also spent time in after-school learning franchises and interviewed around 30 educators inside and outside the public school system.<\/p>\n

Traffic patterns<\/strong><\/h4>\n

No longer reserved for\u00a0Manhattan families<\/a>\u00a0angling to get their toddlers and preschoolers into elite kindergartens,\u00a0more and more families from a wide array of backgrounds<\/a>\u00a0enroll their kids in tutoring centers. While there is\u00a0no hard data yet available<\/a>\u00a0regarding exactly how many children are getting this type of instruction, I believe it is safe to say the number is growing as parents with disposable income\u00a0spend increasing amounts of money<\/a>\u00a0on their children to give them ever more advantages.<\/p>\n

These educational franchises advertise as serving students not only struggling in academics but also those who are \u201calready ahead in math<\/a>.\u201d<\/p>\n

Business is booming for Kumon<\/a>, which has seen its revenue grow 60% in the past decade.\u00a0Mathnasium<\/a>, one of its top competitors, is one of North America\u2019s fastest-growing franchises.<\/p>\n

A mother of children attending public schools in the Boston suburbs observed that one tutoring center is so popular that the town \u201chad to change traffic patterns\u201d to accommodate during drop-off and pickup times.<\/p>\n

One center director told me that her growth plan was to open in areas that already have highly ranked school districts, since those families have shown a commitment to education and have the means to pay for more. Another director targeted his advertising efforts to families making at least $125,000 a year in his affluent Boston suburb.<\/p>\n

No child is too young to start, it seems.\u00a0Junior Kumon<\/a>\u00a0targets children starting at age three. They teach these little kids how to recognize letters, numbers, patterns and shapes. I even saw a child in diapers who was enrolled at a Kumon center.<\/p>\n

Getting further ahead<\/strong><\/h4>\n

Parents are keeping their kids enrolled in nonremedial tutoring for years if they feel like it\u2019s getting results.<\/p>\n

\u201cWe just kind of kept her in the program, because it was working,\u201d the mother of a fifth grader told me. \u201cIt seemed like the public school math program just wasn\u2019t anywhere near stretching her capability to do math. So, it felt, like let\u2019s keep doing this.\u201d<\/p>\n

Children enrolled in after-school academics can get confused about which kind of learning matters more. For instance, a fourth-grade student mentioned that her regular teacher counted her private math center assignments as satisfying her school homework. That raises good questions about which curriculum was more relevant and conducive to her learning.<\/p>\n

Despite this industry\u2019s growth and what parents may believe, the\u00a0effects of tutoring generally are mixed<\/a>.<\/p>\n

Troublingly, educators believe that the growth of private tutoring is contributing to a sense of academic pressure that can contribute to\u00a0emotional problems<\/a>, even for kids who aren\u2019t getting this extra instruction. The students who take classes outside of school \u201cmake other kids feel bad, because they\u2019re brighter, more capable, and they do more, and they can do it faster,\u201d a Boston-area elementary school principal told me.<\/p>\n

As a result, I\u2019m seeing a growing education arms race, of families feeling pressured to ensure their kids learn enough to be above their grade level and ranked at or near the top of their classes. This is starting at younger and younger ages. Many parents told me they enroll their elementary school children in hyper education simply to \u201ckeep up\u201d with those who do.<\/p>\n

In 2016,\u00a0Mathnasium teamed up with the National Parent Teachers Association<\/a>\u00a0to help boost student performance in mathematics by hosting math games inside and outside of schools \u2013 a step that further embeds for-profit businesses into the public schools. Hyper education is growing. And as it does, it\u2019s seriously changing what it means to go to school and be a child.<\/p>\n

Author Bio:<\/strong> Pawan Dhingra is Professor of Sociology and American Studies at Amherst College<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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