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¿Son las escuelas particulares subvencionadas mejores que las municipales? Estimación de la ecuación de logro escolar para Chile
[Are the subsidized particular schools better than the public schools? Estimation of the equation of scholastic profit for Chile]

  • Idrovo Aguirre, Byron

This work considers the relative performance of municipal schools (MUN) and individuals subsidized (PS) with different strategies from identification, ordinates from most basic - supposing the absence of selection slant and characteristics multilevels in the observations until which it relaxes such assumptions. The used source of intelligence is test SIMCE of mathematics rendered by the students of 4º basic year in the 2002, the characteristics of the students and their relatives whom the SIMCE in the survey gathers of parents, and the information on the educational establishments that it gives the Ministry of Education. Following the used methodology, the estimations revealed that a student who attends a subsidized particular school, obtains a gain in the test SIMCE of mathematics that fluctuates between 11.6 points (considered by Mínimos Cuadrados Ordinarios) and 17.3 points (considered by Mínimos Cuadrados in two stages with robust errors) versus if the student had attended a municipal school. On the other hand, the estimations that use instrumental variables show that, following the used method, a student that attend a subsidized particular school obtains between 14.1 points and 17.3 additional points in test SIMCE of mathematics that if she had attended a municipal school. In relation to the variability of the estimations, the more basic strategies of identification show a smaller difference in the scholastic performance between subsidized and municipal particular schools. On the other hand, between the techniques that correct by the characteristic multilevels and slant of selection in the observations, the method of Heckman - assuming different returns from the characteristics of schools MUN and PS, as well as different nested specifications from instrumental variables it reported a smaller variability in the estimation of the relative performance of both types of schools. In as much, for a certain specification of instrumental variables, all the techniques revealed noticeable differences in their results, and those that they controlled by the fact that the students are nested in establishments (clusters) exhibited major variance in the estimation. Finally, although the present thesis is focused in the puntaje differences enters types of schools both, the coefficients considered for the rest variable (characteristic of the students and establishments) agree with the awaited thing and the found thing in other studies. However, it is possible to mention that a limitation of the present study is that does not control by effect even (to peer effects).

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Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 10665.

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Date of creation: 03 Dec 2007
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Handle: RePEc:pra:mprapa:10665
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  1. Joshua D. Angrist, 2004. "Treatment effect heterogeneity in theory and practice," Economic Journal, Royal Economic Society, vol. 114(494), pages C52-C83, 03.
  2. 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.
  3. Manuel A. Domínguez & Ignacio N. Lobato, 2004. "Consistent Estimation of Models Defined by Conditional Moment Restrictions," Econometrica, Econometric Society, vol. 72(5), pages 1601-1615, 09.
  4. Alejandra Mizala & Pilar Romaguera & Carolina Ostoic, 2004. "A Hierarchical Model for Studying Equity and Achievement in the Chilean School Choice System," Documentos de Trabajo 185, Centro de Economía Aplicada, Universidad de Chile.
  5. Dante Contreras, 2002. "Vouchers, School Choice and the Access to Higher Education," Working Papers 845, Economic Growth Center, Yale University.
  6. Bernardita Vial & Claudio Sapelli, 2004. "Peer Effects And Relative Performance Of Voucher Schools In Chile," Econometric Society 2004 Latin American Meetings 96, Econometric Society.
  7. Alejandra Mizala & Pilar Romaguera, 2000. "School Performance and Choice: The Chilean Experience," Journal of Human Resources, University of Wisconsin Press, vol. 35(2), pages 392-417.
  8. Mizala, Alejandra & Romaguera, Pilar, 2001. "Factores socioeconómicos explicativos de los resultados escolares en la educación secundaria en Chile," El Trimestre Económico, Fondo de Cultura Económica, vol. 0(272), pages 515-549, Otubre-di.
  9. Claudio Sapelli & Bernardita Vial, 2002. "The Performance of Private and Public Schools in the Chilean Voucher System," Latin American Journal of Economics-formerly Cuadernos de Economía, Instituto de Economía. Pontificia Universidad Católica de Chile., vol. 39(118), pages 423-454.
  10. Cristian Aedo & Claudio Sapelli, . "El Sistema De Vouchers En La Educación: Una Revisión De La Teoría Y La Evidencia Empírica Para Chile," ILADES-Georgetown University Working Papers inv133, Ilades-Georgetown University, Universidad Alberto Hurtado/School of Economics and Bussines.
  11. Priyanka Anand & Alejandra Mizala & Andrea Repetto, 2006. "Using School Scholarships to Estimate the Effect of Government Subsidized Private Education on Academic Achievement in Chile," Documentos de Trabajo 220, Centro de Economía Aplicada, Universidad de Chile.
  12. Claudio Sapelli & Bernardita Vial, 2005. "Private vs Public Voucher Schools in Chile: New Evidence on Efficiency and Peer Effects," Documentos de Trabajo 289, Instituto de Economia. Pontificia Universidad Católica de Chile..
  13. Claudio Sapelli, 2003. "The Chilean Voucher System: Some New Results and Research Challenges," Latin American Journal of Economics-formerly Cuadernos de Economía, Instituto de Economía. Pontificia Universidad Católica de Chile., vol. 40(121), pages 530-538.
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