The Public-Private Debate: School Sector Differences in Academic Achievement from Year 3 to Year 9?

Autor/inn/en	Larsen, Sally A.; Forbes, Alexander Q.; Little, Callie W.; Alaba, Simon H.; Coventry, William L.
Titel	The Public-Private Debate: School Sector Differences in Academic Achievement from Year 3 to Year 9?
Quelle	In: Australian Educational Researcher, 50 (2023) 2, S.275-306 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larsen, Sally A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00498-w
Schlagwörter	Public Schools; Private Schools; Institutional Characteristics; Differences; Elementary School Students; Foreign Countries; Academic Achievement; National Competency Tests; Numeracy; Literacy; Catholic Schools; Secondary School Students; Grade 3; Grade 5; Grade 7; Grade 9; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Unterscheiden; Ausland; Schulleistung; Rechenkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Katholische Schule; Sekundarschüler; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Australien
Abstract	A higher proportion of students are privately educated in Australia, compared with many other nations. In this paper, we tested the assumption that private schools offer better quality education than public schools. We examined differences in student achievement on the National Assessment Programme: Literacy and Numeracy (NAPLAN) between public, independent, and catholic schools. Cross-sectional regressions using large samples of students (n = 1583-1810) at Years 3, 5, 7 and 9 showed few sector differences in NAPLAN scores in any domain. No differences were evident after controlling for socioeconomic status and prior NAPLAN achievement. Using longitudinal modelling, we also found no sector differences in the rate of growth for reading and numeracy between Year 3 and Year 9. Results indicate that already higher achieving students are more likely to attend private schools, but private school attendance does not alter academic trajectories, thus undermining conceptions of private schools adding value to student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01