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Does (Private) Education Matter? Recent evidence from international OECD data

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Author Info

  • Vandenberghe V

    (UCL)

  • Robin S

    (UCL & Marie Curie Fellow)

Abstract

What follows is an exercise aimed at estimating private vs. public school effect on academic achievement. It is based on the analysis of Math, Science and Reading test scores of 15 year-olds students surveyed in 2002 across OECD and non-OECD countries. Its main purpose is to get an accurate measure of the achievement differentials of students that have chosen to attend private and public schools. To do so, it is absolutely necessary to control for all exogenous factors that influence outcome and have nothing to do with a private/public effectiveness differential. We henceforth control for different types of bias: the student and the student’s peer group (observed) socio-economic background, but also variables that are not observed by the statistician (like motivation). The latter is done using an endogenous treatment model derived from Heckman’s two-stages approach of endogeneity/selectivity. Estimations show that the effect of a private education varies across countries: in a first group of country, students from private schools perform better. In a second group, there is no distinct effect of a public/private education. Finally, in a third, smaller group, public schools seem to outperform private ones.

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Bibliographic Info

Paper provided by EconWPA in its series Public Economics with number 0301002.

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Date of creation: 31 Jan 2003
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Handle: RePEc:wpa:wuwppe:0301002

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Web page: http://128.118.178.162

Related research

Keywords: I28 (Education: Government Policy). H520 (National Government Expenditures and Education).;

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  1. Summers, Anita A & Wolfe, Barbara L, 1977. "Do Schools Make a Difference?," American Economic Review, American Economic Association, vol. 67(4), pages 639-52, September.
  2. Glewwe, Paul, 1997. "Estimating the impact of peer group effects on socioeconomic outcomes: Does the distribution of peer group characteristics matter?," Economics of Education Review, Elsevier, vol. 16(1), pages 39-43, February.
  3. Francis Vella, 1998. "Estimating Models with Sample Selection Bias: A Survey," Journal of Human Resources, University of Wisconsin Press, vol. 33(1), pages 127-169.
  4. Heckman, James, 2013. "Sample selection bias as a specification error," Applied Econometrics, Publishing House "SINERGIA PRESS", vol. 31(3), pages 129-137.
  5. Patrick McEwan, 2001. "The Effectiveness of Public, Catholic, and Non-Religious Private Schools in Chile's Voucher System," Education Economics, Taylor & Francis Journals, vol. 9(2), pages 103-128.
  6. Brueckner, Jan K. & Lee, Kangoh, 1989. "Club theory with a peer-group effect," Regional Science and Urban Economics, Elsevier, vol. 19(3), pages 399-420, August.
  7. Henderson, Vernon & Mieszkowski, Peter & Sauvageau, Yvon, 1978. "Peer group effects and educational production functions," Journal of Public Economics, Elsevier, vol. 10(1), pages 97-106, August.
  8. Willms, J. Douglas & Echols, Frank & Willms, J. Douglas, 1992. "Alert and inert clients: The Scottish experience of parental choice of schools," Economics of Education Review, Elsevier, vol. 11(4), pages 339-350, December.
  9. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
  10. Benabou, Roland, 1996. "Equity and Efficiency in Human Capital Investment: The Local Connection," Review of Economic Studies, Wiley Blackwell, vol. 63(2), pages 237-64, April.
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Cited by:
  1. de la Croix, David & Doepke, Matthias, 2006. "To Segregate or to Integrate: Education Politics and Democracy," CEPR Discussion Papers 5799, C.E.P.R. Discussion Papers.

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