The Relative Quality and Cost-Effectiveness of Private and Public Schools for Low-Income Families: A Case Study in a Developing Country

Autor/inn/en	Tooley, James; Dixon, Pauline; Shamsan, Yarim; Schagen, Ian
Titel	The Relative Quality and Cost-Effectiveness of Private and Public Schools for Low-Income Families: A Case Study in a Developing Country
Quelle	In: School Effectiveness and School Improvement, 21 (2010) 2, S.117-144 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Teacher Salaries; Private Schools; Cost Effectiveness; Academic Achievement; Foreign Countries; Low Income Groups; At Risk Students; Educational Quality; Case Studies; Developing Nations; Public Schools; Educational Finance; Age Differences; Intelligence Quotient; Gender Differences; Urban Schools; India + Suchen Sie Ihr Suchwort? Lehrerbesoldung; Lehrervergütung; Private school; Privatschule; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Schulleistung; Ausland; Quality of education; Bildungsqualität; Case study; Fallstudie; Case Study; Developing country; Developing countries; Entwicklungsland; Public school; Öffentliche Schule; Bildungsfonds; Age; Difference; Age difference; Altersunterschied; Intelligenzquotient; Geschlechterkonflikt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Indien
Abstract	The "mushrooming" of private schools for low-income families has been widely noted in the literature; however, very little is known about the quality of these schools. This research explored the relative quality of private unaided (recognised and unrecognised) and government schools in low-income areas of Hyderabad, India. A preliminary census to locate unrecognised private schools--not on official lists--was conducted. Data were collected on achievement and background variables for 3,910 pupils from a stratified random sample of schools. Using multilevel modelling shows that pupils in private unrecognised and recognised schools, when controlled for age, pupil's IQ, and class average IQ, achieve higher scores in mathematics and English than equivalent pupils in government schools. There is no significant difference between private and government schools in pupil achievement in Urdu. The achievement advantage for private schools did not arise because of greater resources available, at least in terms of per pupil teacher salaries. (Contains 16 tables and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10