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“Post-Truth” Schooling and Marketized Education: Explaining the Decline in Sweden’s School Quality

Author

Listed:
  • Henrekson, Magnus

    (Research Institute of Industrial Economics (IFN))

  • Wennström, Johan

    (Research Institute of Industrial Economics (IFN))

Abstract

The Swedish school system suffers from profound problems with teacher recruitment and retention, knowledge decline, and grade inflation. Absenteeism is high, and psychiatric disorders have risen sharply among Swedish pupils in the last ten years. In this pioneering analysis of the consequences of combining institutionalized social constructivism with extensive marketization of education, we suggest that these problems regarding school quality are to no small extent a result of the Swedish school system’s unlikely combination of a postmodern view of truth and knowledge, the ensuing pedagogy of child-centered discovery, and market principles. Our study adds to the findings from previous attempts to study the effects of social-constructivist pedagogy in nonmarket contexts and yields the implication that caution is necessary for countries, notably the U.S., that have a tradition of social-constructivist practices in their education systems and are considering implementing or expanding market-based school reforms.

Suggested Citation

  • Henrekson, Magnus & Wennström, Johan, 2018. "“Post-Truth” Schooling and Marketized Education: Explaining the Decline in Sweden’s School Quality," Working Paper Series 1228, Research Institute of Industrial Economics, revised 28 Jan 2019.
    • Handle: RePEc:hhs:iuiwop:1228
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    References listed on IDEAS

    as
    1. Betts, Julian R. & Grogger, Jeff, 2003. "The impact of grading standards on student achievement, educational attainment, and entry-level earnings," Economics of Education Review, Elsevier, vol. 22(4), pages 343-352, August.
    2. Anders Böhlmark & Mikael Lindahl, 2015. "Independent Schools and Long-run Educational Outcomes: Evidence from Sweden's Large-scale Voucher Reform," Economica, London School of Economics and Political Science, vol. 82(327), pages 508-551, July.
    3. David Blazar & Matthew A. Kraft, 2015. "Teacher and Teaching Effects on Students' Academic Behaviors and Mindsets," Mathematica Policy Research Reports c1c4216bd08f408fb6bdf16a3, Mathematica Policy Research.
    4. Julia Chabrier & Sarah Cohodes & Philip Oreopoulos, 2016. "What Can We Learn from Charter School Lotteries?," Journal of Economic Perspectives, American Economic Association, vol. 30(3), pages 57-84, Summer.
    5. Ahlin, Åsa, 2003. "Does School Competition Matter? Effects of a Large-Scale School Choice Reform on Student Performance," Working Paper Series 2003:2, Uppsala University, Department of Economics.
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    Cited by:

    1. Wennström, Johan, 2021. "Moral Consensus and Antiestablishment Politics," Working Paper Series 1389, Research Institute of Industrial Economics.
    2. Henrekson, Magnus & Wennström, Johan, 2022. "The View of Knowledge: An Institutional Theory of Differences in Educational Quality," Working Paper Series 1432, Research Institute of Industrial Economics, revised 31 Aug 2022.

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    More about this item

    Keywords

    For-profit schools; Marketized education; School choice; Social constructivism; Voucher system;
    All these keywords.

    JEL classification:

    • H42 - Public Economics - - Publicly Provided Goods - - - Publicly Provided Private Goods
    • H44 - Public Economics - - Publicly Provided Goods - - - Publicly Provided Goods: Mixed Markets
    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • L88 - Industrial Organization - - Industry Studies: Services - - - Government Policy

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