Effectiveness Of Private Schools Research Articles

The Validity of Personal Income Tax Deductions: Analyzing Expenses for Children’s Education in Private Schools in Moscow

Tax incentives are commonly used to support various sectors and population, and this study delves into the realm of deductions for the personal income tax (known as NDFL in Russia). We explore differing perspectives on these deductions, considering them either as investments in human capital for future income growth or as a form of government-initiated financing for specific sectors. Focusing on deductions related to children’s education expenses in private schools, the research evaluates the effectiveness of budgetary investments in this sector. Using DEA analysis, the study assesses private schools based on factors like teacher-student ratios, classroom space per student, and access to computers and educational literature. The learning outcomes were measured by the number of high performers in the Unified State Exam and the number of 9th-grade graduates with certificates of distinction. The evaluation of learning outcomes reveals that many private schools in Moscow prioritize comfort over educational standards and the majority of them perform below the average levels in terms of effectiveness. The findings prompt questions about the feasibility of including private school expenses in personal income tax deductions. The proposed approach recommends tying eligibility for these deductions to the effectiveness of private schools, ensuring a more targeted and impactful use of tax benefits.

Private Schools and Student Achievement

Abstract We investigate the effects of private schools on reading and numeracy scores using rich population data. Conditional on lagged test scores and narrowly defined neighborhood indicators, Catholic and non-Christian faith private schools on average raise test scores by 0.18 standard deviation or more relative to the average public school, while non-Catholic Christian private schools have negligible effects. The effects of secular private “prep” schools are similar to those of Catholic schools, but selection bias is a greater concern in this case. We use school-specific estimates of effectiveness to investigate private school choice decisions and the determinants of private school effectiveness.

A comparative perspective on the effectiveness of public schools and private schools

A comparative perspective on the effectiveness of public schools and private schools

Budgeting Efficiency in the Education System: Measuring the Effectiveness of Public and Private Schools

This article examines the efficiency of the education system and measures the effectiveness of public and private senior high schools in the city of Bandung. The samples for this study are 20 high schools in Bandung comprising 10 private schools and 10 public schools. A quantitative approach was utilized as the research design. The analytical tools used are multiple linear regression and Data Envelopment Analysis (DEA). The results showed that private high schools were more efficient than public high schools in Bandung with an average efficiency rate of 91.49%. The achievements of high school students in the city of Bandung are influenced by the number of teachers, number of staff, number of students, school expenses, and graduate teachers, while the teacher's teaching experience does not affect student achievement. Our findings show that private schools are more efficient than public schools. Meanwhile, the amount of the cost of attending private schools is higher, and they tend to serve a smaller, more affluent population. These results highlight the need for policymakers to consider the trade-off between efficiency and equity when making educational funding and resource allocation decisions.

The Impact of Private Schools, School Chains and PPPs in Developing Countries

Abstract The private school sector has expanded with almost no public intervention to educate half of primary school children in many urban centers in Africa and Asia. Simple comparisons of test scores would suggest that these private schools may provide better quality than public schools, but how much of this difference is due to selection effects is unclear. Much donor and policymaker attention has proceeded on the basis that private schools do perform better, and focused on models of public subsidy to expand access, and investment in networks or chains to encourage expansion. We review the evidence of the effects of private schools on learning, and how that effect translates to public-private partnerships (PPPs). We also study the effects of private school chains. We conduct a systematic review for eligible studies, with transparent search criteria. The search resulted in over 100 studies on low-cost private schools and PPPs, with a large majority being on low-cost private schools. Our meta-analysis shows moderately strong effects from private schooling, although the limited number of experimental studies find much smaller effects than quasi-experimental studies. This advantage, though, is not nearly enough to help most children reach important learning goals. Turning to policy goals, we find that the private school advantage has not translated to public private partnerships, which have shown limited value in improving quality. They can however represent a lower-cost means of increasing access to school. We also find that private school chains perform little better than individual private schools and have little scope for achieving meaningful scale.

What are the medium-term educational and labour market effects of private schooling?

ABSTRACT This article examines the impact of private school attendance on a range of outcomes during adulthood. Students are followed for seventeen years after they enter the sixth grade. The effect of private schooling on educational and labour market outcomes is estimated using propensity score matching. Private schooling has a positive effect on the likelihood of obtaining the baccalauréat and a higher education qualification, as well as obtaining a higher wage, for both girls and boys. A series of robustness tests confirms these results.

Human Resource Management Practices among Private Schools in Cebu City

This study evaluates the Human Resources Management Practices in selected private schools in Cebu City. Findings serve as basis for a proposed improvement program. This study employs a descriptive survey design to determine the perceptions of employees on the human resource development program among private schools. The profile of the respondents will be tested for relationship with the level of effectiveness of the human resources management practices. The perceptions of the respondents will be tested for differences. Effectiveness of Achieving Goal gained the highest level of effectiveness while HR Competencies lowest level of effectiveness among the 3 dimensions. This would mean that the respondents that came from the different schools made a high level of perceptions on the effectiveness on achieving goal. There is a significant degree of variance on the analysis of variance on the perceptions of the employees on the evaluation of the human resource development program of the school in terms of championing employees. A closer view revealed that Effectiveness of Achieving Goal gained the highest level of effectiveness while HR Competencies lowest level of effectiveness among the 3 dimensions. This would mean that the respondents that came from the different schools made a high level of perceptions on the effectiveness on achieving goal. Based on the findings of this study, it is recommended that a Human Resource Development Program will be implemented in order to increase the level of effectiveness of private schools in achieving its goals and the process of delivery of products and services as these will serve as benchmarks for improvement of administrative expertise, nurture and develop employees to its full potential for them to become passionate, effective and innovative non-teaching staff.

Private schooling and unhealthy lifestyle in France

ABSTRACT Using data which follow the educational trajectories of students during secondary education and measure health status during adulthood, this paper analyzes the effects of private schooling on a range of unhealthy lifestyle outcomes. To account for the non-random selection of students in French private schools I use propensity score matching. I find a positive effect of private schooling on the self-reported health status of girls and a negative effect for boys. These results are related to those on risky behaviours: I find that enrolment in a private school reduces the likelihood of daily smoking for girls, but increases the likelihood of drinking multiple times a week for boys, twelve years after sixth grade. A set of robustness checks confirms the robustness of my results.

Understanding the learning gaps between private schools and public schools in Ghana

PurposeThe objective of this paper is to evaluate the learning gap between private and public school children in primary school, and ascertain the part of the private–public school learning gap that is due to differences in observables and the part that can be attributed to private school effect.Design/methodology/approachThe paper utilized a household survey data from Ghana that assessed children on numeracy and literacy in both English and local languages. The primary methodology for this study is non-linear Oaxaca decomposition. The study also utilized Welch's t-statistics to test if there are any differences in the private–public school learning gaps across several sub-groups.FindingsFindings from this study show a substantial gain for private school attendance on both numeracy and literacy. The results show that a little over 60% of the total learning gap in numeracy and literacy in English is explained by observable characteristics. However, observable characteristics almost explain all the learning gaps in the reading and writing of local languages. Evidence from the study suggests that the private school effect is homogeneous across several sub-groups. The results reveal years of education, expenditure on extra classes, religion and urbanicity as the most important variables explaining the gap that is caused by differences in observables.Originality/valueDespite the belief that private school children in Ghana have better learning outcomes, there has not been any study to quantify this learning gap in the country and this study fills this gap. While there is literature on the differences in the learning outcomes between public and private schools, those studies have focused on the differences that are attributable to the private school effect. This article does not only present the differences in the learning outcomes but also shows the proportion that is due to observable characteristics and the part that can be attributed to the private school effect.

Collective Leadership: Developing a Tool to Assess Educator Readiness and Efficacy

Collective leadership is increasingly important because collective teacher efficacy, a subset of this type of leadership, is a significant factor in student learning. The purpose of this study is to provide evidence for the structural validity of a collective leadership instrument across public and private school settings using the multigroup factor analysis invariance framework for categorical indicators. The results supported invariance in factor structure, loadings, intercepts, and residual (co)variances and latent variances and covariances equality. Collective leadership development is theorized to play a central role in the effectiveness of both public and private schools alike so any instrument used to make decisions about collective leadership should be reflective of the pertinent constructs in general rather than the data being an artifact of the particular setting.

Do Private Schools Improve Learning Outcomes? Evidence from Within-Household Comparisons in East Africa and South Asia

A contentious debate in academic as well as policy circles relates to the growth in private schooling in the Global South. While proponents highlight the superior learning outcomes of pupils in private schools, others have argued that this is merely a reflection of the more advantaged family background of private school pupils, rather than an effect of private schooling itself. We contribute to this debate by providing estimates derived from household fixed-effect models, which control for any observed or unobserved differences between government and private school pupils at the household level. We argue that these can be interpreted as an upper bound estimate of the effect of private schooling on learning. We rely on large-scale, comparable household survey data from Kenya, Uganda, India, and Pakistan, focusing on children enrolled in grades 2–6 of primary school. Private school attendance ranges from 12 percent in Kenya to 33 percent in rural India, with substantial within-household variation. The findings show that controlling for family background almost eliminates the positive effect of private schooling in rural Pakistan and reduces it by around half in rural India, Kenya, and Uganda, to about a quarter of a standard deviation. Subgroup analyses show that the effect of private schooling is similar for children from poor and wealthier families. We argue that the benefits of private schooling are unlikely to outweigh its social costs.

Does Private High School Attendance Affect Preferred University Track Choice? A Research Perspective

Abstract Studies in different countries comparing the quality of education in private and public schools have used a variety of measurement methods to determine educational quality and findings have been mixed. For the unique situation of Greece, the variable of student admission to the Greek university system, depending on whether the student’s secondary education was in the public or the private system, provides an apt outcome variable to measure relative educational quality. We provide estimates of the effect of private secondary schooling in Greece on students’ admission to their preferred university academic department, using data from nationwide surveys conducted identically in 2000 and 2015. This repeated-measures research design allowed us to compare the same set of factors between the two administrations, thus examining for the stability or change of their contribution over time. Our final sample consisted of 4740 secondary school students. We used a weighted questionnaire to investigate the effect of private schooling on the trajectory to university. In our empirical model, a multinomial logistic regression was performed to classify subjects based on values of a set of predictor variables. Results indicate that attending a private high school offers secondary education students a significantly higher probability of stepping successfully into an academic department of higher relevance to their academic preferences and future career expectations. We also find that private high school education significantly minimizes the efforts required for a student to enter a desirable university department. Positive correlations between the attendance of private high school education and demographic attributes of both students and their families were also found. Research and policy recommendations are included.

Education and psychological distress in adolescence and mid‐life: Do private schools make a difference?

This article extends the evidence base on childhood circumstances, education and psychological distress. We examine the link between childhood advantage and disadvantage, the type of school attended during adolescence and psychological distress at ages 16 and 42. The analysis uses a large, population‐based birth cohort study, the 1970 British Cohort Study (BCS70) (n = 17,198) using a structural equation modelling (SEM) approach. More advantaged young people were more likely to attend private schools, but we find no evidence for an effect of private schooling on psychological distress for men, and for women there was an association between private schooling and raised psychological distress at age 16. Having a university degree was associated with a modest reduction in psychological distress in mid‐life. We establish that maternal psychological distress at age 10 was a risk factor for the offspring’s psychological distress both in adolescence and in mid‐life, and adolescent psychological distress predicts psychological distress in mid‐life. We conclude that schools which are academically successful do not necessarily provide wider benefits in terms of mental health.

Parental Educational Attainment and Social Environmental of Urban Public Schools in the U.S.: Blacks' Diminished Returns.

Background: Recent research has documented marginalization-related diminished returns (MDRs) of socioeconomic status (SES), defined as weaker effects of SES indicators, such as parental educational attainment, on securing tangible outcomes for the members of socially marginalized (e.g., racial and ethnic minority) groups, compared to privileged social groups (e.g., non-Hispanic Whites). Aims: To explore race/ethnic differences between non-Hispanic Blacks vs. non-Hispanic Whites who attend urban public schools on the effect of parental education on lower school environmental risk among American high schoolers. Methods: For this cross-sectional study, we borrowed the Education Longitudinal Study (ELS-2002) baseline data, a nationally representative study that enrolled 1706 10th grade youths who were attending urban public schools. From this number, 805 (47.2%) were non-Hispanic Black and 901 (52.8%) were non-Hispanic White youths. The dependent variable was the level of school social environmental risk measured using 18 items as self-reported, and was treated as a continuous variable. The independent variable was parental educational attainment, treated as a continuous measure. Gender, region, and parental marital status were the covariates. Race/ethnicity was the moderating variable. Linear regressions were applied to perform our data analysis. Results: Black students were found to attend schools with higher levels of social environmental risk. Youths with parents with a higher educational attainment were found to attend schools with a lower social environmental risk. We found a significant interaction between race (non-Hispanic Black vs. non-Hispanic White) and parental educational attainment on the level of school social environmental risk, suggesting that the protective effect of high parental education on reducing the school social environmental risk was smaller for non-Hispanic Black than for non-Hispanic White youths. Conclusions: Although high parental educational attainment is protective against social environmental risk for American youths, this protective effect is weaker for non-Hispanic Black than non-Hispanic White youths. The diminished returns of parental education in reducing school social environmental risk may explain why the effects of parental education on educational outcomes are smaller for non-Hispanic Black than non-Hispanic White youths (i.e., MDRs). The social environment indirectly generates racial youth educational disparities through deteriorating non-Hispanic Black youth educational outcomes across all SES levels. To prevent the confounding effects of private, suburban, rural, and Catholic schools, we limited this analysis to public urban schools. More research is needed on other settings.

Estimating Private School Premium for Primary School Children in Ethiopia: Evidence from Individual-level Panel Data

This article presents the first value-added model of private school effect in Ethiopia, using the unique Young Lives longitudinal data. I found a substantial and statistically significant private school premium (about 0.5 standard deviation) in Maths, but not in Peabody Picture Vocabulary Test (PPVT). Private school premium works for both low and high ability children. The results are robust to sorting on unobserved ability, grouping on lag structures and transfer between private and public schools. Combined with available contextual data, empirical evidence suggests that the effectiveness of private primary schools may be due to more learning time and teacher’s attention enjoyed by students. I also attempted to contribute methodologically to the literature by directly testing the structural assumption underpinning value-added models.

Effectiveness of Private and Public High Schools: Evidence from Finland

Abstract A number of papers have compared the effectiveness of private and public schools in different institutional settings. However, most of these studies are observational and do not utilize experimental or quasi-experimental design to evaluate the value-added or the effectiveness of private schools in comparison to public schools. This study focuses on private and public high schools in Helsinki, the capital city of Finland. We use two different methods to compare private and public schools, value-added estimation and regression discontinuity design (RDD). Although based on somewhat different assumptions, both methods allow us to evaluate the causal effect of private schools on the exit exam results in high school. We find that private schools perform marginally better than public schools, but the difference in performance is very small and statistically insignificant according to both methods. Various robustness and validity checks strengthen our RDD results and the validity of the discontinuity design.

Estimating Private School Effects for School Children in Peru: Evidence from Individual‐level Panel Data

AbstractThis paper presents the first value‐added model of private school effects in Peru, using the unique Young Lives longitudinal data. Raw differences in test scores show that children in private schools have higher test scores in both maths and Peabody Picture Vocabulary Test for the most part. Estimates from ordinary least squares regression also indicate the existence of private school premium in maths. However, when we controlled for prior achievement, we find no private school effects in learning. These results hold true for both low‐ability and high‐ability children and are robust to sorting on unobserved ability, grouping on lag structures and transfer between private and public schools. © 2019 John Wiley & Sons, Ltd.

The relative effectiveness of private and public schools: evidence from Kenya

ABSTRACTThis paper estimates the relative effectiveness of private and public primary schools in Kenya using data from 4,433 Grade 6 schoolchildren. Using ordinary least squares as a baseline model, we use the proportion of private schools in a district as an instrument in a Heckman two-stage correction framework, as well as propensity score matching models to correct for selection bias. There is a positive private school effect across all models. In the corrected models, we find that private school pupils outperform their public school counterparts by between .24 and .52 standard deviations.

Silencing the seventh trumpet: Analyzing the effect of private schooling on voting behavior

The United States has one of the lowest election turnout rates in the developed world. Consequently, social scientists are perpetually seeking to expand upon their knowledge of what factors are associated with voting, or the lack thereof. Commonly identified factors including age, income, race, and educational attainment have been studied extensively. However, while the quantity of education is deemed important, the type of education is overlooked. The limited literature that exists on the topic suggests that private schools have a positive effect on civic outcomes, including voter participation. In using a rich, nationally representative dataset—the Understanding America Study based out of the University of Southern California—this study reexamines whether attending a private school has an effect on whether Americans vote. It also sheds light on a heretofore-unanswered question: How does private schooling affect which candidate an individual supports? Overall, the data indicate that private schooling appears to have no impact on voter turnout, but that attending some private school appears to have a liberalizing effect.

Educational attainment in the short and long term: was there an advantage to attending faith, private, and selective schools for pupils in the 1980s?

ABSTRACTThis paper asks whether private, selective, and faith schools in England and Wales in the 1980s provided an academic advantage to their pupils, both in the short and longer term. Using longitudinal data from the 1970 British Cohort Study, we examine academic outcomes in compulsory schooling and further education, and the highest qualification gained by age 42. School sector differences are substantially attenuated by controlling for prior pupil characteristics. Nevertheless, a residual effect of private, grammar, and secondary modern schooling remains, both in the short and long term, controlling for both pupil and school characteristics. In the case of faith schools, however, the apparent advantage is restricted to the short term once pupil characteristics are controlled. A unique feature of our analysis is that we control for the individual’s faith of upbringing, which is important in reducing what could otherwise be seen as a distinctive Catholic school advantage.