Impact of competition and voucher school subsidy law on education quality in Chile

Under most conceivable scenarios of expanded choice, even with private school vouchers, the public school system will still remain the majority supplier of schooling. Therefore, it is important to know what might happen to quality and outcomes in the remaining public schools. This paper examines the effect of public school competition on academic achievement. The empirical analysis has two major components. First, estimates of average school quality differences in metropolitan areas across Texas are compared to the amount of public school competition in each. Second, the narrower impact of metropolitan area competition on teacher quality is investigated. Because teacher quality has been identified as one of the most important determinants of student outcomes, it is logical to believe that the effects of competition on hiring, retention, monitoring, and other personnel practices would be one of the most important aspects of any force toward improving public school quality. The results, while far from conclusive, suggest that competition raises teacher quality and improves the overall quality of education. * Stanford University, National Bureau of Economic Research, and University of Texas at Dallas; Amherst College and University of Texas at Dallas, respectively. This research has been supported by grants from the Smith Richardson Foundation and the Packard Humanities Institute. We would like to thank Joe Altonji, Patrick Bayer, Caroline Hoxby, and participants at the NBER Conference on the Economics of School Choice for their many helpful comments. 1 Does Public School Competition Affect Teacher Quality? By Eric A. Hanushek and Steven G. Rivkin Vouchers, charter schools, and other forms of choice have been promoted as a way to improve public schooling, but the justification for that position is largely based on theoretical ideas. Until quite recently there was little evidence on public school responsiveness to competition from private schools, other public school districts or charter schools, and empirical research remains quite thin. Under most conceivable scenarios of expanded choice, even with private school vouchers, the public school system will still remain the primary supplier of schooling. Therefore, it is important to know what might happen to quality and outcomes in the remaining public schools. This research is designed to provide insights about that from an analysis of how public schools respond to competition from other public schools. The empirical analysis has two major components. First, estimates of average school quality differences in metropolitan areas across Texas are compared to the amount of public school competition in each. At least for the largest metropolitan areas, the degree of competition is positively related to performance of the public schools. Second, the narrower impact of metropolitan area competition on teacher quality is investigated. Because teacher quality has been identified as one of the most important determinants of student outcomes, it is logical to believe that the effects of competition on hiring, retention, monitoring, and other personnel practices would be one of the most important aspects of any force toward improving public school quality. The results, while far from conclusive, suggest that competition raises teacher quality and improves the overall quality of education. Prior to the analysis of Texas public schools we briefly consider the various margins of competition for public schools. While many simply assume that expanded availability of alternatives

The purpose of this research was to explore the Quality of Education at the Primary Level from the perspective of stakeholders in District Bahawalpur, with the aim of evaluating key indicators related to the quality of education and proposing recommendations for enhancing quality of school education.A descriptive design was utilized by the researcher to scrutinize and deliberate on the indicators of school quality and the viewpoints of school stakeholders. The perception of stakeholders was assessed through input gathered from 60 primary school teachers, 20 head teachers, 100 parents, 100 SMC members, and 3 government officials affiliated with primary school education in District Bahawalpur, Punjab, Pakistan. The data collected were subjected to analysis using SPSS. The findings emphasize the complex nature of quality of school education. Teachers, head teachers, SMC members, parents, and government officials view these indicators as fundamental yardsticks to determine the quality of school education. This highlights the imperative need for improvements to attain a superior quality of education. This analysis provides a thorough comprehension of the viewpoints held by stakeholders and establishes a basis for proposing policy measures designed to improve primary education.

The problem of maximizing influence is to select a small number of nodes (seed nodes) in social networks so that they could maximize the spread of influence. In our paper, we have two contributions. First, we consider the impact of competition among products on nodes based on the Susceptible-Infected (SI) information diffusion model and improve it into a Rival Susceptible-Infected (RSI) information diffusion model. Second, the probability of influence between nodes is different based on different products under the same theme with competitive relations, and in the process of the node spreading one of the products, other products under the same theme have a competitive blocking effect on the node. So a new heuristic algorithm— Influence Reconstitution Algorithm (IRA)—is proposed to consider the impact of product competition on the nodes and the distance between the initial nodes. Our algorithm introduces the k-order core competition influence and coincidence rate P. Through the coincidence rate P, the influence of the initial node is reasonably controlled, and the most influential nodes are found in order. Our experiments based on real data sets shows that the IRA algorithm has better competitive effect than the existing heuristic algorithm in the competitive relational social network.

The background problem of this research is the lack of leadership influence of the principal in organizing school institutions and the quality of education in Indonesia is low. As the head of an educational institution, the principal is required to be able to formulate various policies related to the implementation of the school's vision and orientation in creating effective and efficient education. This study aims to analyze and describe the influence of the principal's leadership on the quality of elementary school education in Kelapa Dua District, Tangerang Regency. The formulation of the problem in this study is whether there is an influence of the leadership of the school principal on the quality of elementary school education in Kelapa Dua District, Tangerang Regency. The researcher chose a public elementary school in Kelapa Dua District, Tangerang Regency, Banten Province, because the principal's leadership and the quality of education were not optimal. The method used in this study was the ex post facto quantitative method with a total population of 23 public elementary schools with a total of 292 teachers and the sample was taken using a proportional random sampling technique to 74 people. Data collected by questionnaire technique. The hypotheses were formulated and tested using regression analysis using IBM SPSS Statistics 22. The results showed that the principal's leadership has a strong influence on the quality of education. This is evidenced by knowing the correlation coefficient of 0.957 or 95.7%. Partially, the principal's leadership has a positive and significant influence on the quality of education. This shows that the higher the leadership of the principal will improve the quality of education in elementary schools in Kelapa Dua District, Tangerang Regency.

Statement of the Research Problem: Instructional resources play an important role in supplementing teachers’ classroom pedagogy and thus realization of quality education in public secondary schools. However, in Murang’a County, many public secondary schools registering a low quality of education. 
 Purpose of the Study: This study aimed at assessing the influence of instructional resources on quality of education in public secondary schools in Murang’a County, Kenya.
 Methodology: The study adopted a correlation research design. This study targeted 292 principals and 3206 teachers totaling 3498 from which a sample of 360 respondents (10.3%) was determined using Yamane’s Formula. Using stratified sampling, eight strata considering sub-counties were created. From every sub-county, three principals were selected using purposive sampling. However, from each sub-county, 42 teachers (14 teachers per school) were selected using simple random sampling to avoid bias. Questionnaires were used to gather information from principals and teachers whereas a documentary checklist guide was used by the researcher. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented by using tables.
 Research Findings: The study established that students’ academic performance in national examinations (KCSE) is low, students’ completion rates with quality grades (C+ and above) are on a decreasing trend and levels and frequency of participation in co-curricular activities are low. From the study, despite the efforts by the government and other stakeholders in secondary education, levels of provision of instructional resources, facilities and teaching staff are still low, which has compromised the quality of secondary education.
 Unique Contribution to Theory, Policy and Practice: This study affirms the theoretical perspectives of the Education Production Function Theory since it revealed that there is a correlation between instruction resources and quality of education. Thus, as a practice, teachers should constantly utilize variety of instructional resources owing to their contribution to the quality of teaching offered to students. As a policy, the government should enforce full implementation of adequate provision of instructional resources as a solution to low levels of educational quality in public secondary schools.

We investigate the impact of competition between primary schools on the quality of education in the Netherlands. Do schools facing more competition in their neighbourhood perform better than schools facing less competition? As a measure of school quality, we look at the performance of pupils at the nationwide standard test (the so-called ‘Cito test’) in the final year of primary education. Since competition is likely to be endogenous to the quality of schools, we use the distance between the school and the city centre as an instrument for the level of competition faced by a school. Using a large range of data on pupil, school, and market characteristics, we find that school competition has a positive significant effect on pupil achievement, although the effect is very small. An increase in competition by one standard deviation (comparable to five additional schools in the market) increases pupil achievement as measured by the Cito test by 5% to 10% of the mean standard deviation, which is less than one point (on the Cito test scale from 500 to 550 points).

The principal's work ethic is a work norm or standard that must be met and implemented by the principal in order to create a quality and quality school. The principal plays a role in all aspects of the school, including in school development and related to improving the quality of education. The quality of education is a school's ability in overall management of everything related to the school which will then produce quality output. The quality of Islamic education is very important in an Islamic educational institution, as is the case with education in general, where the quality must have high quality or experience quality improvement for the advancement of Islamic education. Islamic education will produce a nation's next generation who can compete well in the era of globalization, namely by being equipped with an understanding of religious knowledge and general knowledge, so that their knowledge balances between world knowledge and knowledge of the hereafter. The role of the school principal is very influential in improving the quality of Islamic education, where the principal must have the ability to manage his performance properly, besides that the principal is also required to always find innovation so that the quality of Islamic education can be further improved, but it must be based on Islamic laws.

In Lithuania and in every developed country in the world, it is important to ensure the effectiveness, continuity and competitiveness of educational institutions in new markets. Educational process quality is defined as student’s edification and comprehensive development of student’s innate powers in compliance with the standards of education and school goals.
 In educational institutions quality must be ensured by school leaders and teachers as well as the whole school community. That is why it is important to establish an ongoing quality integrity system – self-assessment in schools. The e quality of educational process is assured by a continuous aspiration of perfection requiring to establish a regular and consistent evaluation system which can balance the state education policy, educational institution‘s goals and community needs.
 To ascertain self-assessment’s influence of educational process quality in Lithuanian comprehensive schools the following research tasks were raised:
 1) to describe the practice of self-assessment quality in Lithuanian comprehensive schools in 2008-2010;
 2) to distinguish the advantages of self-assessment that help to raise the quality of the educational process in schools.
 A survey was carried out in 2010–2011, to analyze how education quality in Lithuanian comprehensive schools is assessed and managed. Analysis of the survey data revealed that the quality of self-assessment and the usage of its results in comprehensive schools is far from perfect and does not completely meet the needs of students. The e survey confirms the necessity of closer cooperation among school leaders and community, for interaction helps to organize and manage expedient educational practice.

(ProQuest: ... denotes formulae omitted.)The current debate on education in Latin America centers on the need to raise the quality of education offered and to universalize school attendance. While many Latin American countries have achieved almost universal school attendance among children from 7 to 14 years of age, much remains to be done in terms of older and younger groups (Lopez-Calva and Lustig 2010). With respect to educational quality, international test score results show that Latin American students tend to perform very badly in comparison with students in other countries. Figure 1, for example, compares average math test scores in several Latin American countries with those in high-scoring countries and with the OECD average, using the results of the latest (2009) PISA international evaluation. The figure shows quite clearly that the relative performance of Latin American students is dismal, even if one takes into account that the improvements in results over time in Brazil and Chile were among the greatest in this PISA.Hanushek and Woessmann (2009) examines the importance of educational quality, measured by cognitive tests, for growth in various regions. The authors' estimated effects of cognitive skills are smaller in the Latin American subsample than in subsamples from other regions, but they are still important and statistically significant. Various government educational policies, along with initiatives from civil society and business, are aimed at addressing the questions of attainment and quality, but particular emphasis has been given to improving the quality of the education offered by public schools in Latin American countries (see Glewwe and Kremer 2006 for a review). This paper contributes to this literature by estimating the impact and analyzing the cost-benefit relationship of a specific educational program, the Brazilian Public School Math Olympics (OBMEP), a program aimed at encouraging better mathematics teaching and learning in Brazil.Math olympics can be found in several countries around the world. One of the oldest programs is the International Mathematical Olympiad (IMO), which has run since 1959 and includes both public and private schools. In 2011, 101 countries took part in the IMO, with teams of around six participants (participants are high school students 19 years of age or less). The event is held in a different country every year. The main goal of the IMO is to identify and recognize the top young mathematicians in the world. It is expected that in the process of selecting their national teams, participating countries stimulate interest in mathematics in their country.The United States and Colombia both conduct national math olympics, and both declare that the main objective of the competition is to bolster educational quality in general. In the United States, competitions are held for all school grades, and in Colombia, as in Brazil, participation is open to students in secondary school or above. The math olympics in other countries are open to all schools, both public and private.1In Brazil there are two math olympics, run by the federal government. Brazilian Mathematics Olympics (OBM) includes public and private schools, and the Public School Math Olympics program restricts its focus to public schools. The latter, which is the focus of this study, has been promoted yearly since 2005 by the Ministry of Education and the Ministry of Science and Technology in partnership with the Institute of Pure and Applied Mathematics (IMPA) and the Brazilian Mathematical Society (SBM); the last two institutions are responsible for its academic direction. Students from secondary and high school can participate in the program.2The stated objectives of the OBMEP are to stimulate and promote the study of mathematics among public school students; to contribute to the quality of basic education; to identify talented young people and encourage them to pursue careers in science and technology; to encourage the professional improvement of public school teachers; to contribute to the integration of public schools and public universities, research institutes, and scientific societies; and to promote social inclusion by spreading knowledge. …

Improvement in the quality, efficiency, and equity of education, to a considerable extent, depends on the nexus of teaching and learning, which is in turn influenced by the quality of teachers. The teacher has been identified as the single most important factor influencing the quality of education by the Indian Education Commission and the National Policy on Education. Consequently, the government of India, like that of many other developing countries, has been trying to meet the challenge of improving the quality of education by improving teacher quality on several fronts—by raising pre‐service education requirements, improving teacher training, increasing the diversity of the teaching force and promoting stronger participation by local government and community organizations. However, the appointment of contract teachers, popularly termed as ‘para‐teachers’, in the primary education sector at a mass level raises serious question regarding the quality of education at primary level, as in the majority of schemes the academic and professional qualifications for these teachers have been relaxed and lowered as compared to those of regular teachers. They are also paid less. Therefore, a peculiar situation is prevailing in India's primary schools where we have two sets of teachers appointed as ‘regular’ and ‘para‐teachers’ working in the same school and performing the same duties, but are governed by different service conditions. This situation raises questions such as ‘Can India aspire to quality education and school effectiveness in such a situation?’, ‘Who are these para‐teachers, what is the rationale behind their appointment and how widespread is the practice?’ These and other important concerns are discussed in this paper, and the implications identified for school effectiveness and quality of primary education in India.

Purpose: The number of secondary schools in Uganda (private or public, and rural or urban) exponentially grew in the last decade up to 3,070 by 2017. While this was matched with a rise in enrolment, there was no corresponding growth in the number of competent teaching staff, nor other quality inputs. The objective of the study was to determine the influence of school quality on the pass rates at O’Level in two selected districts of Iganga and Jinja in the Eastern region of Uganda. Method: A stratified random sample of 36 secondary schools from a sample frame of 126 for the two districts was selected. The head teacher and one randomly selected teacher of each of the three core subjects of Mathematics, English Language, and Biology from each school acted as primary and secondary respondents respectively. A mixed research design approach was applied using both qualitative and quantitative primary data, while secondary data in form of pass rates was used. Out of 144 administered questionnaires, 127 were returned (effective response rate of 88.2%). Both the primary and secondary data was analyzed using the SPSS package and tested for adequacy (KMO), validity (Validity Index), and reliability (Cronbach’s Alpha Coefficient Reliability) with respect to the null hypothesis that school quality does not have significant influence on the pass rates of lower secondary school candidates in the two selected districts of Uganda. Results: Overall, school quality was statistically significant on the students learning achievements at the lower secondary level in the two districts with the coefficient of school quality of β=0.076, Sig. = 0.0257, and the p-value = 0.0257. Specifically, a unit change in the school inputs on average affected the pass rate by 4.9% in the 34 schools that responded; while, a unit change in the school processes changed the pass rate by 7.1% on average in the schools. Similarly, urban schools on average performed at a pass rate of 94% compared to 84% by the rural schools; public schools’ performance rate was 89% versus private schools’ achievement of 90%. Contribution to theory, policy and practice: Government policies should be directed towards improving school quality while bridging the gaps between the rural and urban schools, and between the public and private schools as well. At school, the demand, supply and process drivers should together be targeted in their plan. Further studies into education quality should focus on in-depth analysis into the contributing factors to school quality, in form of both inputs and processes. Keywords: lower secondary schools, school quality, inputs, process, and output. DOI : 10.7176/EJBM/11-11-06 Publication date : April 30 th 2019

The aims of this study were to: (1) analyze the effect of principal managerial competence on the quality of education in public junior high schools throughout the city of Bima; (2) analyzing the influence of the supervisory competence of the principal on the quality of education in public junior high schools throughout the city of Bima; (3) analyzing the influence of the principal's social competence on the quality of education in public junior high schools throughout the city of Bima; and (4) analyze the dominant influence on the quality of education in public junior high schools throughout the city of Bima. Theoretically, the results of this research are expected to add insight into the study of science in the field of human resources and hopefully it can be used as a complementary reference for other similar studies in the field of human resources and the quality of education. Practically, the results of this study can provide input, among others, as material used in formulating policies in appointing school principals in a competency-based professional manner, and as material for further studies in the context of implementing school principals' performance evaluations in improving the quality of education in Bima Regency. The population of this study were all State Civil Apparatus (ASN) teachers with the lowest qualification rank/class III-c serving in public junior high schools throughout the city of Bima as many as 127 people and the research sample as many as 100 people after calculations using the Slovin formula and random sampling technique. After analyzing the validity and reliability of the instrument, the data was analyzed using simple linear regression. The results of the study concluded that managerial competence in addition to having a positive and significant influence on the quality of education at state junior high schools throughout the city of Bima is also the variable with the most dominant influence on the quality of education. Supervision competence has a positive and significant influence on the quality of education in public junior high schools throughout the city of Bima, and social competence has a positive and significant influence on the quality of education in public junior high schools throughout the city of Bima. Therefore, the principal as a leader in the school must have and hone competence, especially managerial competence in developing the quality of education, including the supervisory competence and social competence of the principal.

This chapter summarizes the main conclusions from a Global Development Network (GDN) research project that was designed and directed by the authors. It supports them with detailed references to the three Latin American case studies published in this volume, which examined the impact of decentralization reforms on quality of education and water supply in Colombia, the effects of citizen participation in municipal budgeting on the quality of water supply in Peru and the consequences of a wide set of reforms—decentralization, teacher incentives, school autonomy—on the quality and equity of basic education in Chile and Uruguay. It also makes occasional references to some of the other 13 country or multi-country case studies of the GDN project (four in Asia, six in Africa and three in Central and Eastern Europe), covering 30 countries in total.

The quality of education in Vocational High Schools (SMK) faces significant challenges, particularly concerning teacher leadership, work environment, and motivation. This study aims to investigate the influence of these factors on teacher performance and the overall quality of education in vocational schools throughout Malang Raya. Employing a quantitative research method, data were collected through surveys administered to teachers, focusing on three exogenous variables: Leadership (Teacher Learning Leadership), Work Environment, and Motivation (Internal/Intrinsic Motivation), alongside the endogenous variable of Teacher Performance and the intervening variable of Quality of Education. The results indicate that effective leadership, a supportive work environment, and high levels of motivation significantly enhance teacher performance, positively impacting the quality of education. Leadership (X1) contributes 4% to teacher performance (Y), while the work environment (X2) has a significant impact, contributing 39.4%. Additionally, motivation (X3) accounts for 11.4% of the variance in teacher performance. The overall model demonstrates a coefficient of determination (R²) of 0.549, indicating that approximately 54.9% of the variability in teacher performance can be explained by the combined effects of leadership, work environment, and motivation. In conclusion, The study emphasizes how crucial it is to create a positive work atmosphere and boost teacher motivation by utilizing effective leadership techniques. The implications of this research provide evidence-based recommendations for developing programs that support teacher performance and improve educational quality in vocational schools. By prioritizing these factors, educational institutions can better equip teachers to fulfill their diverse roles and responsibilities, ultimately benefiting student learning experiences.

The present study attempts to examine the impact of Public wellness, competitiveness and government effectiveness along with Literacy rate and Population growth on quality of education. For this research, the panel data has been collected over the period of 25 years for 10 Asian countries including World Bank and Global Economy data base. The data is specific to employed variables. Different statistical tests like Heteroskedasticity, Autocorrelation, Cross-section dependence and Multicollinearity, and the estimation of static and dynamic GMM were applied on the valid data. The results show that, public wellness, Government effectiveness, literacy rate and population growth significantly impact the quality of education in Asian Countries. Whereas the insignificant impact of competiveness was evidenced from outcomes of the research. This study is associated with all type of key implications in terms of theoretical, methodological, and practical perspectives as well. Lastly, various limitations have been given along with the recommendations for In-depth findings by the future researchers.
 Keywords: public wellness, competitiveness, government effectiveness, quality of education, Asian countries.;