Using the World Bank Public Expenditure Tracking Survey (PETS) 2004 data, propensity score matching is utilized to infer a causal impact of private tutoring on the numeracy, literacy, and total outcomes for fourth grade public school students. This research finds that students who self-report that they participate in private tutoring everyday as compared to their peers who never participate in private tutoring scored higher in literacy, numeracy, and total scores. A small Matthew Effect was found as the statistically significant variables used as predictors aligned with socio-economic status. This alignment depicts that the rich become academically richer while the poor become academically poorer. The hybrid public-private education system in Cambodia may be exacerbating inequity for the most marginalized populations