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The Impact of School Inputs on Student Performance: An Empirical Study of Private Schools in the United Kingdom

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Author Info
Kathryn Graddy
Margaret Stevens

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Abstract

In this article, we report the results of an empirical study of the impact of school inputs on pupils` performance in private (independent) schools in the United Kingdom. We use a new school-level panel dataset constructed from information provided by the Independent Schools Information Service (ISIS). We show a consistent negative relationship between the pupil-teacher ratio at a school and the average examination results at that school. Our estimates indicate that the relationship persists even when we are estimating "added-value" models conditional on previous exam results. The results are noteworthy in comparison with studies for the state sector, relatively few of which have found a consistent and significant effect.

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Paper provided by University of Oxford, Department of Economics in its series Economics Series Working Papers with number 146.

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Date of creation: 2003
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Handle: RePEc:oxf:wpaper:146

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Keywords: school resources exam performance teacher-pupil ratio private schools

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    Other versions:
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  7. Alan Krueger & Diane Whitmore, 2000. "The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR," NBER Working Papers 7656, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
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  8. repec:fth:prinin:447 is not listed on IDEAS
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  12. Boozer, Michael & Rouse, Cecilia, 2001. "Intraschool Variation in Class Size: Patterns and Implications," Journal of Urban Economics, Elsevier, vol. 50(1), pages 163-189, July. [Downloadable!] (restricted)
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  14. Hanushek, Eric A, 1992. "The Trade-Off between Child Quantity and Quality," Journal of Political Economy, University of Chicago Press, vol. 100(1), pages 84-117, February. [Downloadable!] (restricted)
  15. Akerhielm, Karen, 1995. "Does class size matter?," Economics of Education Review, Elsevier, vol. 14(3), pages 229-241, September. [Downloadable!] (restricted)
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