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Private education provision and public finance: the Netherlands

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  • Harry Anthony Patrinos

Abstract

One of the key features of the Dutch education system is freedom of education -- freedom to establish schools and organize teaching. Almost 70% of schools in the Netherlands are administered by private school boards, and all schools are government funded equally. This allows school choice. Using an instrument to identify private school attendance, it is shown that the Dutch system promotes academic performance. The instrumental variable results show that private school attendance is associated with higher test scores. Private school size effects on math, reading, and science achievement are 0.19, 0.31, and 0.21, respectively.

Suggested Citation

  • Harry Anthony Patrinos, 2013. "Private education provision and public finance: the Netherlands," Education Economics, Taylor & Francis Journals, vol. 21(4), pages 392-414, September.
    • Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:392-414
    DOI: 10.1080/09645292.2011.568696
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    References listed on IDEAS

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    1. Martin R. West & Ludger Woessmann, 2010. "'Every Catholic Child in a Catholic School': Historical Resistance to State Schooling, Contemporary Private Competition and Student Achievement across Countries," Economic Journal, Royal Economic Society, vol. 120(546), pages 229-255, August.
    2. 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.
    3. Caroline Minter Hoxby, 1994. "Do Private Schools Provide Competition for Public Schools?," NBER Working Papers 4978, National Bureau of Economic Research, Inc.
    4. Vega, Emiliana, 2002. "School choice, student performance, and teacher and school characteristics : the Chilean case," Policy Research Working Paper Series 2833, The World Bank.
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    Cited by:

    1. Edgardo Zablotsky, 2013. "Postales sobre educacion en la Argentina, 2013," CEMA Working Papers: Serie Documentos de Trabajo. 528, Universidad del CEMA.
    2. Jerrim, John & Lopez-Agudo, Luis Alejandro & Marcenaro-Gutierrez, Oscar D. & Shure, Nikki, 2017. "What happens when econometrics and psychometrics collide? An example using the PISA data," Economics of Education Review, Elsevier, vol. 61(C), pages 51-58.
    3. Edgardo Zablotsky, 2019. "Siete propuestas para continuar cambiando la realidad educativa," CEMA Working Papers: Serie Documentos de Trabajo. 696, Universidad del CEMA.
    4. Edgardo Zablotsky, 2014. "Otra educación es posible I," CEMA Working Papers: Serie Documentos de Trabajo. 556, Universidad del CEMA.
    5. Chris Sakellariou, 2016. "The “true” private school effect across countries using PISA-2012 Mathematics," Economic Growth Centre Working Paper Series 1605, Nanyang Technological University, School of Social Sciences, Economic Growth Centre.
    6. Oliver Himmler, 2009. "The Effects of School Competition on Academic Achievement and Grading Standards," CESifo Working Paper Series 2676, CESifo.
    7. Ludger Woessmann, 2006. "Public-Private Partnership and Schooling Outcomes across Countries," CESifo Working Paper Series 1662, CESifo.
    8. World Bank, 2010. "A Review of the Bulgaria School Autonomy Reforms," World Bank Publications - Reports 13040, The World Bank Group.
    9. Harry Anthony Patrinos, 2011. "School Choice in The Netherlands," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 9(2), pages 55-59, 07.
    10. Delprato, Marcos & Chudgar, Amita, 2018. "Factors associated with private-public school performance: Analysis of TALIS-PISA link data," International Journal of Educational Development, Elsevier, vol. 61(C), pages 155-172.

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