Achievement Outcomes in Public and Private Schools: A Closer Look at the High School and Beyond Data.

Autor/in	Willms, Doug
Institution	Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Titel	Achievement Outcomes in Public and Private Schools: A Closer Look at the High School and Beyond Data.
Quelle	(1982), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Catholic Schools; Educational Policy; Educational Status Comparison; Family Income; Grade 10; Mathematics Achievement; Minority Groups; Outcomes of Education; Private Schools; Public Schools; Racial Differences; Reading Achievement; Research Problems; School Choice; Secondary Education; Socioeconomic Background; Statistical Analysis; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Katholische Schule; Politics of education; Bildungspolitik; Soziokultureller Vergleich; Familieneinkommen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnische Minderheit; Lernleistung; Schulerfolg; Private school; Privatschule; Public school; Öffentliche Schule; Rassenunterschied; Leseleistung; Forschungskritik; Choice of school; Schulwahl; Sekundarbereich; Sozioökonomische Lage; Statistische Analyse
Abstract	This paper analyzes data from the "High School and Beyond" study on approximately 30,000 sophomores in 1,000 U.S. schools. The purpose is to explain the contradictory conclusions offered by two recent national studies on public and private schooling. The analysis examines differences between public and private school students in mathematics and reading achievement along racial and social class lines and for students in different programs of study. The results show that there are no public/private differences for wealthier whites, those who are the main clientele of the private schools, and for students in academic tracks. However, for minority and disadvantaged students and for students in the general track, there are small but statistically significant differences, some of which are due to differential selection. Policy decisions should not be based on the assumption that private schools produce better achievement outcomes than public schools. (Author)
Anmerkungen	Publications, Institute for Research on Educational Finance and Governance, School of Education, CERAS Building, Stanford University, Stanford, CA 94305 ($1.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC