Does Public Sector Control Reduce Variance in School Quality?

Autor/inn/en	Pritchett, Lant; Viarengo, Martina
Titel	Does Public Sector Control Reduce Variance in School Quality?
Quelle	In: Education Economics, 23 (2015) 5, S.557-576 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2015.1012152
Schlagwörter	Government Role; Educational Quality; Governance; Correlation; Academic Achievement; Public Schools; Private Schools; Foreign Countries; Economic Factors; Economic Development; Human Capital; Standardized Tests; Adolescents; Scores; Mathematics Achievement; Science Achievement; Reading Achievement; Teacher Effectiveness; Student Characteristics; Institutional Characteristics; Regression (Statistics); Comparative Analysis; Cross Cultural Studies; Cultural Differences; Enrollment; Educational Finance; Statistical Analysis; Asia; North America; South America; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Korrelation; Schulleistung; Public school; Öffentliche Schule; Private school; Privatschule; Ausland; Ökonomischer Faktor; Wirtschaftsentwicklung; Humankapital; Standadised tests; Standardisierter Test; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Regression; Regressionsanalyse; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Einschulung; Bildungsfonds; Statistische Analyse; Asien; Nordamerika; Südamerika
Abstract	Does the government control of school systems facilitate equality in school quality? Whether centralized or localized control produces more equality depends not only on what "could" happen in principle, but also on what does happen in practice. We use the Programme for International Student Assessment (PISA) database to examine the association between school sector and the variance in school fixed effects. We find, on average, the same inequality in adjusted learning achievement across the private and public schools. However, in some countries, such as Denmark, there is more equality across the public sector schools, while in others, such as Mexico, there is more equality across the private schools. Among the 18 non-OECD countries, the standard deviation across schools in adjusted quality is, on average, 36% higher in government schools. Our findings suggest that top-down educational systems in weak states can be lose-lose relative to localized systems relying on bottom-up control, producing both "worse" average performance and "higher" inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01