The Effectiveness and Equity of Public-Private Partnerships in Education: A Quasi-Experimental Evaluation of 17 Countries

Autor/in	Baum, Donald R.
Titel	The Effectiveness and Equity of Public-Private Partnerships in Education: A Quasi-Experimental Evaluation of 17 Countries
Quelle	In: Education Policy Analysis Archives, 25 (2018) 105, (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Baum, Donald R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Cross Cultural Studies; Partnerships in Education; Public Schools; Private Schools; Student Characteristics; Academic Ability; Foreign Countries; Secondary School Students; International Assessment; Achievement Tests; Equal Education; School Effectiveness; Academic Achievement; Argentina; Australia; Austria; Belgium; Chile; Denmark; Hungary; Indonesia; Ireland; Netherlands; Portugal; Slovakia; South Korea; Spain; Sweden; Thailand; Trinidad and Tobago; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Hochschulpartnerschaft; Public school; Öffentliche Schule; Private school; Privatschule; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schuleffizienz; Schulleistung; Argentinien; Australien; Österreich; Belgien; Dänemark; Ungarn; Indonesien; Irland; Niederlande; Slowakei; Korea; Republik; Spanien; Schweden; Trinidad und Tobago
Abstract	I estimate achievement effects of education public-private partnerships (PPPs) in 17 countries on the 2009 PISA assessment. Enrollment in PPP schools is tied to student wealth and prior academic ability. PPP students outperform their public peers on half of all outcomes. After accounting for selection, the PPP performance advantage remains on one-quarter of outcomes. However, nearly all of these performance differences are accounted for by school-level peer group effects. PPP schools are outperforming their public counterparts not through any advantages in productive efficiency but through sorting of more capable students. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01