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The impact of school inputs on student performance: A study of private schools in the United Kingdom

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Author Info

  • Kathryn Graddy
  • Margaret Stevens

Abstract

This article reports the results of an empirical study of the impact of school inputs on pupils' performance in private (independent) schools in the United Kingdom, using a new school-level panel dataset constructed from information provided by the Independent Schools Information Service. The authors show a consistent negative relationship between the pupil-teacher ratio at a school and the examination results achieved by pupils aged 18, controlling for the pupils' performance in examinations two years earlier. The results are noteworthy in comparison with results of studies for the state sector, relatively few of which have found a consistent and statistically significant effect of the pupil-teacher ratio. (Free full-text download available at http://digitalcommons.ilr.cornell.edu/ilrreview/.)

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File URL: http://digitalcommons.ilr.cornell.edu/ilrreview/vol58/iss3/7
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Bibliographic Info

Article provided by ILR Review, Cornell University, ILR School in its journal ILR Review.

Volume (Year): 58 (2005)
Issue (Month): 3 (April)
Pages: 435-451

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Handle: RePEc:ilr:articl:v:58:y:2005:i:3:p:435-451

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Cited by:
  1. Fischer, Justina A.V., 2007. "The Impact of Direct Democracy on Public Education: Evidence for Swiss Students in Reading, Mathematics and Natural Science," Working Paper Series in Economics and Finance 688, Stockholm School of Economics.

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