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This paper examines the effect of social and economic factors on choice and expenditure associated with using private tutoring (shadow education) in the State of Qatar.• The results of this study are meant to contribute to the literature on shadow education, and to inform education policy.• Qataris are 23% more likely to use private tutoring. Additionally, Qataris spend 1.92 times more than non-Qataris.• Student grade influences use and cost of private tutoring.• Attending an international private school is associated use and private tutoring expenditure.• Mother's education is associated with private tutoring expenditure.

Since 2008, Qatar University’s Social and Economic Survey Research Institute (SESRI), has been collecting nationally representative survey data on social and economic issues. In 2017, SESRI leadership established an Archiving Unit tasked with data preservation and dissemination both for internal purposes and with the intent of disseminating select data to the public for secondary analysis.   This paper reviews the lessons learned from creating a data archive in an emerging economy where both cultural and political sensitivities exist amid varied groups of stakeholders.  Challenges have included recruiting trained personnel, developing policies for data selection and workflow objectives, processing restricted and non-restricted datasets and metadata, data security issues, and promoting usage. Additionally, there is hope that the presence of the Archiving Unit adds value for other SESRI research staff involved in the design, collection, documentation, and processing of studies. After successfully addressing these challenges over the past year, the Archive met its objective to launch a data center at the Institute’s website (http://sesri.qu.edu.qa) and to make multiple datasets available for public download from it. Also, to be discussed are the tools, processes and leveraging of resources that are being implemented as the archiving process continues to evolve.

To shed light on the demand for private tutoring, this paper presents new evidence for the case of Qatar. The household demand for private tutoring is estimated using the double hurdle model using a sample of 1226 participants from the 2012 Qatar Education Survey. Using statistical model selection criterion, the Cragg model is preferred overall to establish the demand for private tutoring in Qatar. The findings show that nationality of parents, mother’s educational background, the grade the student attends, and the type of school attended pose a significant influence on the likelihood of using private tutoring and the amount. These findings suggest that without monitoring, access to high quality education will be unequal. In particular, students from well-off families will benefit the most from additional hours of education and build an advantage that could eventually lead to the creation of an unequal society.