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

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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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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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