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Deregulation of education: What does it mean for efficiency and equality?

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  • Schlicht-Schmälzle, Raphaela
  • Teltemann, Janna
  • Windzio, Michael

Abstract

This article analyses from a cross-national comparative perspective how deregulation of compulsory education affects two central educational outcomes: efficiency and equality. The conflict between public regulation on the one hand and the market model on the other hand describes one of the most fundamental political struggles. In several fields of societal life, such as compulsory education, the state traditionally holds a strong monopoly in almost all capitalist societies. However, using three waves of PISA school level data we show that the degree of public regulation varies cross-nationally. The central finding of our analyses is that deregulation of education increases educational achievement of individual students across all social classes and thereby fosters the educational efficiency of the national education systems. Nevertheless, it also becomes evident that higher social classes benefit more strongly from deregulation, which increases the degree of educational inequality. These results indeed confirm that deregulation of education provokes an efficiency-versus-equality trade-off in national education systems.

Suggested Citation

  • Schlicht-Schmälzle, Raphaela & Teltemann, Janna & Windzio, Michael, 2011. "Deregulation of education: What does it mean for efficiency and equality?," TranState Working Papers 157, University of Bremen, Collaborative Research Center 597: Transformations of the State.
  • Handle: RePEc:zbw:sfb597:157
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    4. Witte, John F., 1992. "Private school versus public school achievement: Are there findings that should affect the educational choice debate?," Economics of Education Review, Elsevier, vol. 11(4), pages 371-394, December.
    5. Esping-Andersen, Gosta, 1999. "Social Foundations of Postindustrial Economies," OUP Catalogue, Oxford University Press, number 9780198742005.
    6. Levels, Mark & Dronkers, Jaap Dronkers & Kraaykamp, Gerbert, 2006. "Educational Achievement of Immigrant Children in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance," MPRA Paper 21653, University Library of Munich, Germany.
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    Cited by:

    1. Martens, Kerstin & Breiter, Andreas & Idel, Till-Sebastian & Knipping, Christine & Teltemann, Janna, 2013. "Das "PISA Phänomen": Ein Plädoyer für einen interdisziplinären Ansatz zur Erforschung von Bildungsproduktion im Kontext von Large-Scale-Assessments," TranState Working Papers 175, University of Bremen, Collaborative Research Center 597: Transformations of the State.

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