Educational Choice and Marketization in Hong Kong: The Case of Direct Subsidy Scheme Schools

Autor/inn/en	Zhou, Yisu; Wong, Yi-Lee; Li, Wei
Titel	Educational Choice and Marketization in Hong Kong: The Case of Direct Subsidy Scheme Schools
Quelle	In: Asia Pacific Education Review, 16 (2015) 4, S.627-636 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-015-9402-9
Schlagwörter	Foreign Countries; Educational Finance; Educational Change; School Choice; Commercialization; Academic Achievement; Comparative Analysis; Scores; Mathematics; Reading; Sciences; Socioeconomic Status; Family Characteristics; Privatization; Secondary Education; Private Schools; Public Schools; Hong Kong; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Bildungsfonds; Bildungsreform; Choice of school; Schulwahl; Schulleistung; Mathematik; Leseprozess; Lesen; Science; Wissenschaft; Socio-economic status; Sozioökonomischer Status; Privatisation; Privatisierung; Sekundarbereich; Private school; Privatschule; Public school; Öffentliche Schule; Hongkong
Abstract	Direct subsidy scheme (DSS) schools are a product of Hong Kong's market-oriented educational reform, mirroring global reform that champions parental choice and school marketization. Such schools have greater autonomy in matters of curricula, staffing, and student admission. Although advocates of the DSS credit it with increasing educational diversity and competition, little empirical is available to back up such claim. In this study, we use data from the Program for International Student Assessment to compare student achievements in DSS schools with those in traditional public schools. We find that while DSS students' test scores in math, reading, and science have improved significantly over time, though the variation is much greater. Changes in mean performance have been anchored by a substantial change in student composition. DSS schools have a higher proportion of students with high socioeconomic status than with medium and low socioeconomic status. DSS schools also amplify the effects that family background have on student achievement. These findings raise concerns that the DSS approach favors a small minority of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01