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1.
The paper argues that access to public infrastructure plays a crucial role on the presence of private schools in a community, as it could not only minimise the cost of production, but also ensure a high return to private investment. Results using community, school and child/household-level PROBE survey data from five north Indian states provide some support to this central hypothesis: even after controlling for all other factors, access to village infrastructural facilities is associated with a higher likelihood of having a private school in the community. This is also corroborated by an analysis of household demand for private schools. The paper concludes by examining the effect of private school presence on year 5 pass rates: while all-school pass rates are significantly higher in villages with a private school, private school presence fails to have significant effect on local state school pass rates. 相似文献
2.
This paper seeks to draw attention to two important, but less researched, areas regarding low fee private school provision in India. Firstly, the paper evaluates the impact of fees on household debt burden and decision-making, and secondly highlights the dynamic interplay between the private and government sub-sectors and the potential consequences this may have for educational delivery. The paper attempts to provide an overview of the historic growth, extent and performance of low fee private schools and private tutoring. Consistent with others, the paper finds that private provision is not currently accessible to the poorest and thus potentially deleterious to equity both within schools and within families. While drawing on existing research and particularly the longitudinal Young Lives data sets in Andhra Pradesh – findings are largely exploratory. The paper concludes that there is a need for further research on both household and school effects related to increasing privatisation in education. In particular there is a focus on how emerging inequalities emanating from school choice and private tuitions can be addressed. This is urgently needed to inform policy and investment decisions that maximise the contribution of both sectors and mitigate against inequality. 相似文献
3.
Does high school quality matter? Evidence from admissions data 总被引：1，自引：0，他引：1
Daniel Berkowitz Mark Hoekstra 《Economics of Education Review》2011,30(2):280-288
This paper examines the effect of attending elite private high school on college placement using admissions data from the most selective high school in a large metropolitan area. To overcome omitted variable bias, we limit the sample to admitted applicants and control directly for the scores assigned by admissions based on in-depth analyses of the applicants and their families. In addition, we control for a wide set of covariates including student and family characteristics and entrance exam scores. Results indicate that attending selective private high school rather than other public and private high schools causes students to attend more selective universities. Effects are driven by gains for girls and students from lower-income neighborhoods. 相似文献
4.
Using data from the survey of the Ministry of Education, Nepal-2005 for school leaving certificate (SLC) exam, this paper attempts to estimate the impact of private school competition on public school performance for the case of Nepal. The study uses the number of private schools in the neighborhood as a measure of competition. The identification problem is that private school enrollment is likely to be correlated with public school performance. To address this, the study uses the existence of a motorable road within an hour's walking distance from the sample school as an instrument for number of private schools in the neighborhood. The OLS results show no significant relationship. In contrast, the IV method indicates a positive and significant impact of private school competition on public school performance, which holds true for the continuous and binary measure of private school competition. 相似文献
5.
A change to Title IX has spurred new single-sex public schooling in the US. Until recently, nearly all gender-segregated schools were private, and comprehensive data for public school comparisons are not yet available. To investigate the effects of single-sex education, I focus on within private sector comparisons, and additionally address selection bias using an index comparing expectations to outcomes and quantile regressions. Compared to graduates from private coed schools, girls’ school alumnae are no more likely to pursue college degrees, and both genders are less likely to meet their own educational expectations. However, single-sex schooling may support gender equity, as single-sex schools yield the least segregated college major choices. On the other hand, higher mean starting salaries among single-sex school graduates do not persistent in regression results. Much of the benefit from single-sex schooling accrues to students already likely to succeed, but selection bias does not explain all gains. There are some benefits for African-American men and low income students. 相似文献
6.
Do students attending private schools learn more and have higher cognitive abilities than their public school counterparts in India? Though some recent works have discussed this question, the empirical contours to address the issue remain unclear, particularly in a diversifying school education market in India. This paper examines the factors determining the inequality in children’s learning outcomes (i.e., reading and math scores) in India using the second round of India Human Development Survey data. We examine the effect of a child’s ‘school absenteeism’ and ‘time spent for studying and doing homework’ on learning outcomes, and how these explain the existing learning gap between private and government school children. We provide strong evidence that the children attending private schools have significantly better learning outcomes than their government school counterparts. However, this performance difference between private and government school-going children reduces with the increase in school attendance and the time spent in studying and doing homework by a child. The findings of the study implicate that the cognitive abilities of low performing government school students can be improved by reducing their absenteeism in schools and increasing time for studying and doing homework after school. 相似文献
7.
Moses Oketch Maurice Mutisya Moses Ngware Alex C. Ezeh Charles Epari 《International Journal of Educational Research》2010,49(6):173-183
This paper examines pupil school mobility in urban Kenya using African Population and Health Research Centre (APHRC) household survey data which contain information on pupil transfers between schools. The aim is to identify which school characteristics attract the greatest demand for incoming transfers. The analysis reveals that there are frequent transfers in the slums than in the non-slum settlements; that transfer are in favour of private schools; and that quality is the main motivation for the transfers. Quality schools are perceived to have good discipline and better teacher performance. Given these results, should the Kenya government recognise the ‘low cost’ schools found in the slums which serve nearly half of the pupils and devise mechanisms of funding them? 相似文献
8.
Access or quality? Why do families living in slums choose low-cost private schools in Lagos,Nigeria?
Joanna Härmä 《牛津教育评论》2013,39(4):548-566
Lagos is home to 12,098 private schools catering to 57% of the state's enrolled children, from ultra-rich to relatively poor households, with many schools targeting those of lower socio-economic status. Government schools were intended to provide a just and equitable option for all; however, they have not kept pace with demand in terms of both capacity and quality, causing concerned parents to look elsewhere. This paper draws on original household survey data to investigate why parents living in slums would put considerable strain on their household budgets to access fee-paying primary education for their children, and discusses the equity implications of this situation. Context is provided through data from the first comprehensive private school census in Lagos during the school year 2010–2011. It is found that parents choose private schools because government schools are perceived to be failing (or too far from home), but also that they have higher expectations than can be provided by private schools run on incredibly tight budgets with often untrained teachers. It is highly questionable then how under such circumstances social justice can be served through this scenario. 相似文献
9.
《International Journal of Educational Development》1988,8(4):305-314
This paper initially notes the role of scientific education in a developing country and the need to enhance scientific education among the school population. Enhancement of science education for all pupils is dependent on the distribution of schools, quality of schools and pupil participation in any country. To understand how science education is advanced in a developing country it is also important to know who is currently succeeding in science education in schools and to understand how this success is distributed amongst the school population. Thus, this paper questions whether school-based science achievement may be predetermined by antecedent factors or whether there is an equal opportunity of success amongst all pupil participants. A review of the literature has found that many antecedent factors affect school and science achievement, and these factors may be more important than within-school processes thought to enhance science education. The antecedent factors refer to: social/home background; age, religion and sex of the pupil; school class level and size; type of school attended and its locality.This study assesses how antecedent factors affect science performance in a representative sample of pupils in primary and secondary schools throughout Trinidad and Tobago. The representative sample totalled 1998 children, aged 6–10 years. Pupils were selected from a geographic transect of Trinidad and Tobago, which fulfilled demographic criteria. Once pupils were selected, biographic data were obtained for each child. Science achievement was measured by an end-of-term science examination designed for each class by the class teacher and graded on a 100% scale (within each class). Within class pupil scores were ‘standardized’ for comparisons between classes, schools, etc. Results from the analyses are summarized as: science achievement scores decrease as pupils increase in age. Girls perform consistently better than boys, with a slight variation in the sex by religion by school level interaction. Pupils in private schools score higher than pupils in similar levels of state schools. Pupils from a middle class background perform better than pupils from a working class background. Differences in performance relate to the religion of the child, with Muslim pupils scoring higher than Hindu or Christian pupils. Pupils in single-sex schools perform at higher levels than pupils in co-educational schools, and this is true for girls-only and boys-only schools. At the secondary school level the type of school attended is related to science achievement performance with pupils in prestige (usually church controlled) schools performing better than pupils in the comprehensive (state controlled) schools.The results support, develop and refine the previous literature on school and science achievement. Unusually, girls are at the forefront of science achievement in both primary and secondary schools. Also, traditional prejudices of social class, school status and location are confirmed within the school system in Trinidad and Tobago. A number of directions for future research and classroom action studies are indicated which focus on the existence of these inequalities. 相似文献
10.
This paper investigates the impact of public vs private finance of education and public vs private management of schools on school cost and efficiency, using school-level data on revenues, expenditures, enrollments, examination scores and student characteristics from Indonesian primary schools. We find that in Indonesia, where schools generally operate at very low funding levels, more money is likely to bring better school quality. Private management is more efficient than public management in achieving academic quality. Private funding also improves efficiency whether the schools are publicly or privately managed, but the incremental effect declines as the local funding share increases. 相似文献
11.
Anders Lindbom 《Scandinavian Journal of Educational Research》2013,57(6):615-630
This article presents empirical analyses of the effects of independent schools in Sweden. The most important result is that the impact—both the positive and the negative—is relatively marginal. This said, there are now a number of studies that show that when independent schools are established the pupils in municipal schools perform better. Municipal school costs will, however, tend to rise marginally. The effects on school segregation are complex, but the tentative overall result is that independent schools may have added somewhat to the much more significant effect of increasing residential segregation. 相似文献
12.
David Sancho 《Globalisation, Societies & Education》2016,14(4):477-491
This paper investigates the emergence of ‘internationalised’ schools as a form of middle-class aspiration in Kochi, India. It complements recent literature on the growth of international schools catering for host country elites, and shows how private schools are actively engaged in extending the aspiration for internationalised education among the city’s middle classes. The article shows how internationalised schooling has penetrated beyond Indian metropoles into secondary cities. It provides a detailed ethnographic account of how a private school has rebranded itself as an ‘internationalised’ school, involving the introduction of new practices and the repackaging of the school’s old nationalist project. 相似文献
13.
《International Journal of Educational Development》2005,25(3):269-285
Research explored the regulatory regime, both ‘on paper’ and ‘in practice’, for private unaided schools serving low-income families (‘budget’ private schools), in Hyderabad, Andhra Pradesh, India. Interviews were conducted with school managers, teachers, parents, and senior government officials and politicians. A Supreme Court Judgement rules out profit-making in the schools, although, in practice, interviewees said this was widely ignored. At the state level, extensive regulations govern all aspects of a school's work. In practice, government officials reported, however, that only four regulations need to be met, but none of the recognised schools met more than two of these. In practice, there may be too few inspectors and a culture of bribery and corruption. A possible way forward is described, of private self-regulation, based on findings concerning parental accountability. 相似文献
14.
A large number of developing nations are in the process of decentralizing basic education, with the aim of diversifying revenue sources and introducing greater accountability and efficiency. This is especially true in Latin America, where Chile introduced the first significant reform in 1981. This reform kept most of the responsibility for educational finance with the Ministry of Education but transferred the responsibility for delivering services to municipalities and non-profit, private schools. In response to this reform, municipalities increased their finance of public schools, and the supply of subsidized private education increased dramatically. By 1990, enrollment in subsidized private schools represented about one-third of total primary-secondary school enrollments. This paper examines the effects of the reform. Municipal finance, which is closely tied to municipal fiscal capacity, has created inequities in school expenditures even though it represents only 10% of total revenues. Variations in the private school market share across municipalities are principally explained by the ease of market entry, family socioeconomic status, and the relative performance of public and private schools; this model does not offer a satisfactory explanation of the growth in private school enrollments in Chile over time. The effect of the reform on cost-effectiveness is ambiguous. Ministry of Education non-teacher employment declined by over half, while cognitive tests also declined. There is some evidence that the growth in private school enrollments may have improved overall efficiency since private schools are found to be slightly more cost-effective than public schools. 相似文献
15.
Laura Day Ashley 《比较教育学》2013,49(2):206-225
This paper addresses the politics of researching private education with special reference to the Indian context. Due to a recent increase in privatised forms of education globally and recognition of the private sector by governments, international agencies and researchers as a policy and academic interest, this is shifting ground. The evolving nature of the politics of researching the private in the recent past is discussed with reference to research on private school outreach for out-of-school children in India. First the author critically examines the reception of this research when it was conducted in 2000–2003 in relation to the discourse and policy in Indian education at the time. The research is then revisited in the contemporary context in the light of considerable changes in Indian education policy, involving increased public–private partnership. In this new climate private school outreach is reconceptualised – previously considered an educational anomaly, it now has renewed relevance. Finally, findings from the research are drawn on to shed light on emerging concerns about the Right of Children to Free and Compulsory Education Act's (2009) requirement for private schools to reserve at least 25% of school places for economically disadvantaged children in their neighbourhoods. 相似文献
16.
William H. Jeynes 《Peabody Journal of Education》2013,88(3):305-335
An extensive meta-analysis, including 90 studies, was undertaken on the effects of religious private schools, charter schools, and public schools. The study explores the relationship between each of these school types and student outcomes. Additional analyses were done to determine the strengths and weaknesses of these institutions in a broad sense. The results indicate that attending private religious schools is associated with the highest level of academic achievement among the three school types, even when sophisticated controls are used to adjust for socioeconomic status. Students from public charter schools, however, performed no better than their counterparts in other public schools. Supplementary analyses indicate several ways that educators from religious and public schools can learn from one another. 相似文献
17.
Selection into private schools is the principal cause of bias when estimating the effect of private schooling on academic achievement. By exploiting the generous public subsidizing of private high schools in the province of Québec, the second most populous province in Canada, we identify the causal impact of attendance in a private high school on achievement in mathematics. Because the supply of highly subsidized spaces is much higher at the high school level than at the grade school level, 94% of transitions from the public to the private sector occur at the end of primary school, we assume that these transitions are exogenous with respect to changes in transitory unobserved variables affecting math scores conditional on variables such as changes in income and child fixed effects. Using 7 cycles of data from Statistics Canada's National Longitudinal Survey on Children and Youth (NLSCY), we estimate the effect of attending a private high school on the percentile rank and a standardized math test score with different models (child fixed effects, random effects and a pooled OLS) and restricted samples to control for the degree of selection. The results, interpreted as a treatment on the treated effect show that the effect of changing schools, from a public grade school to a private high school, increases the percentile rank of the math score between 4 and 10 points and by between 0.12 and 0.36 of a standard deviation depending on the specification and samples. 相似文献
18.
To improve the quality of education, one can either directly reward performance or introduce school choice, private provision, and demand subsidies. The Chilean voucher scheme combines both approaches: an attendance-related subsidy favors school choice and creates incentives for schools to promote attendance throughout the year. With imperfect monitoring, however, institutions may respond by manipulating performance indicators. By analyzing audit data, we find evidence that a large fraction of Chilean schools – including public schools – over-report attendance, with a higher prevalence among for-profit and under-achieving institutions. Expenditure data suggest that manipulation among for-profit schools seems to follow rent extraction purposes rather than educational goals. 相似文献
19.
A relatively small state, Utah presents an interesting case to study charter schools given its friendly policy environment and its significant growth in charter school enrollment. Based on longitudinal student-level data from 2004 to 2009, this paper utilizes two approaches to evaluate the Utah charter school effectiveness: (a) hierarchical linear growth models with matched sample, and (b) general methods of moments with student-fixed effects regressions. Both methods yield consistent results that charter schools on average perform slightly worse as compared to traditional public schools, a result that is primarily affected by the low effectiveness and high student mobility of newly opened charter schools. Interestingly, when charter schools gain more experience they become as effective as traditional public schools, and in some cases more effective than traditional public schools. This research has implications for local and state charter school policies, particularly policies that avoid “start-up” costs associated with new charter schools. 相似文献
20.
Ireland’s fee-paying schools consistently rank highly in Ireland’s secondary school league tables. Evidence also notes that the alumni of fee-paying schools represent a large proportion of those in leadership positions in business, politics and the legal professions. This paper examines the factors that affect the decision of Irish households to enrol their children in fee-paying secondary schools in Ireland. The paper uses Irish Household Budget Survey data that cover three waves from the period 2004–2016. We examine the head of household’s education, occupation, income, marital status, the location of the household and temporal factors on the school choice decision. The main results indicate that fee-paying students are more likely to come from higher income, better educated and Dublin located households. This research highlights the significant driver that affluence may have in determining secondary school enrolment in Ireland. This self-selected affluent group effect may explain the performance disparities between fee-paying and non-fee-paying schools. The results enlighten any discussion around whether or not the Government should consider a transition to a fee-paying market or eliminate fee-paying schools altogether. 相似文献