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The relative effectiveness of private and government schools in Rural India: Evidence from ASER data

Author

Listed:
  • Rob French

    (Depatment of Quantitative Social Science - Institute of Education, University of London.)

  • Geeta Kingdon

    (Depatment of Quantitative Social Science - Institute of Education, University of London.)

Abstract

One of the many changes in India since economic liberalisation began in 1991 is the increased use of private schooling. There has been a growing body of literature to assess whether this is a positive trend and to evaluate the effects on child achievement levels. The challenge is to identify the true private school effect on achievement, isolating the effect of the schools themselves from other variables that might boost private school outcomes, such as a superior (higher ability) student intake. Using the ASER data for 2005 to 2007 a number of methodologies are used to produce a cumulative evidence base on the effectiveness of private schools relative to their government counterparts. Household fixed effects estimates yield a private school achievement advantage of 0.17 standard deviations and village level 3-year panel data analysis yields a private school learning advantage of 0.114 SD. Length: 39 pages

Suggested Citation

  • Rob French & Geeta Kingdon, 2010. "The relative effectiveness of private and government schools in Rural India: Evidence from ASER data," DoQSS Working Papers 10-03, Quantitative Social Science - UCL Social Research Institute, University College London.
    • Handle: RePEc:qss:dqsswp:1003
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    File URL: https://repec.ucl.ac.uk/REPEc/pdf/qsswp1003.pdf
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    Keywords

    Student achievement; private and public schooling; India;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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