The Effects of School Type on Academic Performance-Evidence from the Secondary Entrance Assessment Exam in Trinidad

Autor/in	Harry, Latisha
Titel	The Effects of School Type on Academic Performance-Evidence from the Secondary Entrance Assessment Exam in Trinidad
Quelle	(2016), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Institutional Characteristics; Secondary Schools; Secondary School Students; Academic Achievement; Public Schools; Private Schools; Elementary Schools; School Personnel; Educational Administration; Admission Criteria; Tests; Class Size; Single Sex Schools; Gender Differences; Teacher Competencies; Religion; Religious Education; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Sekundarschüler; Schulleistung; Public school; Öffentliche Schule; Private school; Privatschule; Elementary school; Grundschule; Volksschule; Schulpersonal; Bildungsverwaltung; Schuladministration; Schulverwaltung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Examination; Prüfung; Examen; Klassengröße; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Geschlechterkonflikt; Lehrkunst; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Trinidad und Tobago
Abstract	There is a common perception that private schools achieve higher than public schools. However, recent studies have found that the performance disparity between school types can be accounted for by differences in the population of students attending the different types of schools. Using raw data from the 2015 Secondary Entrance Assessment exam, this paper estimates the effect on academic achievement in Trinidad as a result of attending privately managed public primary schools (assisted schools) relative to traditional public schools (government schools). Controlling for demographic, personnel and administrative differences, the analysis finds no meaningful difference in academic achievement between students in assisted schools versus students in government schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04