Download School Choice International: Exploring Public-Private by Rajashri Chakrabarti, Paul E. Peterson PDF

By Rajashri Chakrabarti, Paul E. Peterson

Analyses and experiences of public-private partnerships in schooling and the assorted varieties they soak up diversified elements of the realm.

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1. Interaction ¼ interaction term between public operation and public funding. Significance level (based on clustering-robust standard errors): *** 1 percent; ** 5 percent; * 10 percent. Source: Own calculations based on PISA microdatabase. R2 72,493 Observations Strata Interaction Public funding Public operation Bottom left quad. 9 PISA test-score points higher than the average performance of systems that are mainly publicly operated and funded. Given that the test scores are scaled to have an international standard deviation among the OECD countries of 100, the effect size can be interpreted as percentage points of an international standard deviation.

Nearly all schools in the systems of this quadrant are publicly operated, but rich families, whose children may perform better for reasons other than the publicprivate division of school operation and funding, can provide additional private funding for their schools. Finally, note that in the top right quadrant, there is a statistically significant negative association of student achievement with public school operation and a statistically significant positive association with the share of public school funding in several countries, as is the pattern in the specifications using the cross-country variation.

The size of the performance differences in these two subjects is somewhat smaller, though, and there are slight but statistically insignificant differences in the size of the estimate on the coefficient on the bottom left quadrant. 4) with country-level data on public-private operation and funding. 01) (AI) School-level publicprivate measures Notes: Dependent variable: PISA international reading/science test score. Least squares regressions weighted by students’ sampling probabilities. Regressions include 60 control variables for student, family, and school characteristics.

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