University of Arkansas, Education Working Paper Archive, Anand, Priyanka, Mizala, Alejandra, and Repetto, Andrea
Abstract
This paper estimates the impact of private education on the academic achievement of low-income students in Chile. To deal with selection bias, we use propensity score matching to compare the test scores of reduced-fee paying, low-income students in private voucher schools to those of similar students in public schools and free private voucher schools. Our results reveal that students in fee-charging private voucher schools score slightly higher than students in public schools. The difference in standardized test scores is approximately 10 points, a test score gain of 0.2 standard deviations. We find no difference in the academic achievement of students in the private voucher-fee charging treatment group relative to their counterparts in free private voucher schools. Variables used in the analysis are appended. (Contains 13 tables and 31 footnotes.) [Funding for this research was provided by Fondecyt, the Fulbright Commission, and PBCT-CONICYT Project CIE-05.]
University of Arkansas, Education Working Paper Archive, Hanushek, Eric A., Lavy, Victor, and Hitomi, Kohtaro
Abstract
School quality and grade completion by students are shown to be directly linked, leading to very different perspectives on educational policy in developing countries. Unique panel data on primary school age children in Egypt permit estimation of behavioral models of school leaving. Students perceive differences in school quality, measured as expected achievement improvements in a given school, and act on it. Specifically, holding constant the student's own ability and achievement, a student is much less likely to remain in school if attending a low quality school rather than a high quality school. This individually rationale behavior suggests that common arguments about a trade-off between quality and access to schools may misstate the real issue and lead to public investment in too little quality. Further, because of this behavioral linkage, there is an achievement bias such that common estimates of rates of return to years of school will be overstated. The paper demonstrates the analytical importance of employing output-based measures of school quality. (Contains 29 footnotes.)
A survey assessed the motivations of Chinese adults learning (N=512), living in Canada, English as a Second Language. Results revealed such motives as linguistic needs, basic skills, cultural awareness, social interaction, and resume-writing but found no differences in perceived motivation according to age, education level, or length of stay in Canada. (Author/CB)
Published
1990
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