School Choice in the Light of the Effectiveness Differences of Various Types of Public and Private Schools in 19 OECD Countries

Autor/inn/en	Dronkers, J.; Robert, P.
Titel	School Choice in the Light of the Effectiveness Differences of Various Types of Public and Private Schools in 19 OECD Countries
Quelle	In: Journal of School Choice, 2 (2008) 3, S.260-301 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
Schlagwörter	Public Schools; Private Schools; School Choice; Foreign Countries; School Effectiveness; Comparative Analysis; Surveys; Student Evaluation; Educational Environment; Mathematics Achievement; Administrator Attitudes; Principals; Predictor Variables; Student Characteristics; Demography; Sociology; Parents; Austria; Belgium; Czech Republic; Denmark; Finland; France; Germany; Hungary; Ireland; Italy; Netherlands; New Zealand; Poland; Portugal; Spain; Sweden; Switzerland; United Kingdom; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Choice of school; Schulwahl; Ausland; Schuleffizienz; Survey; Umfrage; Befragung; Schulnote; Studentische Bewertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Principal; Schulleiter; Prädiktor; Demografie; Soziologie; Eltern; Österreich; Belgien; Tschechische Republik; Dänemark; Finnland; Frankreich; Deutschland; Ungarn; Irland; Italien; Niederlande; Neuseeland; Polen; Spanien; Schweden; Schweiz; Großbritannien; USA
Abstract	The paper approaches the issue of school choice in an indirect manner by investigating the effectiveness of public, private government-dependent and private independent schools in 19 Organisation for Economic Co-Operation and Development countries selected from the PISA 2000 survey for this purpose. In a multilevel approach we estimate these sector effects, controlling for sociological characteristics of students and parents, school composition, teaching and learning conditions of schools and students', and principals' perception of the climate of their schools. The main explanation of the gross differences in mathematical achievement is the better social composition of private schools, both government-dependent and independent, which is a clear consequence of school choice. But our analysis also reveals that private independent schools are less effective than public schools with the same students, parents, and social composition, while private dependent schools are more effective than comparable public schools. The explanation of these remaining net differences in mathematical achievement seems to be the better school climate of private dependent schools. The comparison concludes that these net differences in mathematical achievement between public and private school sectors are equal across nations, despite the historical and legal variations in their educational systems and school choice approaches. (Contains 4 tables and 36 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10