ABSTRACT
Tutoring becomes one of the non-formal education institutions that are believed to assist in improving student achievement in formal schooling. This article explains how tutoring depicts the level of participation between students from high socio-economic status and those who come from the low one. The sample in this study is 130 students from high and low public high schools, as well as private schools. The analysis of data used linear regression. The result of this study indicates that there is a significant difference in the intensity of the participation of the student in tutoring in both public and private schools with high and low socio-economic status, which creates a strong social stratification climate.
