Evaluating the effectiveness of private education across countries: a comparison of methods

Vandenberghe, Vincent; Robin, Stéphane

doi:10.1016/j.labeco.2004.02.007

Cited by 132 publications

(53 citation statements)

References 24 publications

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“…As expected, the effect of living in a city of more than 100,000 inhabitants on the probability of attending a private-voucher school is highly significant and indicates a marginal effect of 0.318. That is an effect higher than those estimated by Vandenberghe and Robin (2004), who reported values ranging from 0.18 to 0.25 using PISA 2000 data for Spain. The estimated probability, the PRIVATE_HAT variable, replaces the observed PRIVATE variable in the estimation of the distance function (Equation (3)).…”

contrasting

confidence: 60%

“…As an explanatory variable in this model, other than all those present in the distance function, we included as the instrument a binary variable CITY -equal to one if a student lives in a city of more than 100,000 inhabitants, and zero otherwise. We follow here Vandenberghe and Robin (2004), who showed that, in the case of Spain, and using PISA 2000 data, this variable appears to be positively correlated with school choices, private-voucher versus public, but not with student performance. In other words, CITY appears to be the best candidate variable to correct for endogeneity bias in educational efficiency models.…”

Section: Other Variablesmentioning

confidence: 88%

“…Another general issue widely debated in the economics of education is whether or not private-voucher schools are more efficient than their public counterparts once student and school characteristics are taken into account (for example, Witte 1992;Neal 1997;Grimes 1994;Krueger and Zhu 2004;Vandenberghe and Robin 2004;Duncan and Sandy 2007). In most situations, student attendance is not randomly distributed between private-voucher and public schools.…”

Section: Introductionmentioning

confidence: 99%

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Measuring educational efficiency at student level with parametric stochastic distance functions: an application to Spanish PISA results

Perelman

Santín

2011

Education Economics

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The aim of the present paper is to examine the observed differences in Students’ test performance across public and private‐voucher schools in Spain. For this purpose, we explicitly consider that education is a multi‐input multi‐output production process subject to inefficient behaviors, which can be identified at student level using a parametric stochastic distance function approach. The empirical application of this model, based on Spanish data from the Programme for International Student Assessment implemented by the Organization for Economic Co‐operation and Development in 2003, allows us to identify different aspects of the underlying educational technology. Among other things, the results provide insights into how student background, peer group, school characteristics and personal circumstances interact with educational outputs. Moreover, our findings suggest that, once educational inputs and potential bias due to school choice endogeneity are taken into account, no further unexplained difference remains between students’ efficiency levels across public and private‐voucher schools.public schools, educational efficiency, stochastic frontier, distance function,

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contrasting

confidence: 60%

Section: Other Variablesmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

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Measuring educational efficiency at student level with parametric stochastic distance functions: an application to Spanish PISA results

Perelman

Santín

2011

Education Economics

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“…In this, we build on research that was conducted in the policy and management field (Green et al, 1996;Delmas and Tokat, 2005;Khanna and Damon, 1999;King and Lenox, 2000;Rivera, 2002;Rivera and DeLeon, 2004;Vandenberghe and Robin, 2004;Welch et al, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

U.S. state policies for renewable energy: Context and effectiveness

Delmas¹,

2011

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a b s t r a c tOver the past decade, state policies on renewable energy have been on the rise in the U.S., providing states with various options for encouraging the generation of renewable electricity. Two promising policies, the Renewable Portfolio Standard (RPS) and the Mandatory Green Power Option (MGPO), have been implemented in many states but the evidence about their effectiveness is mixed. In this paper, we argue that recognizing the natural, social, and policy context under which MGPO and RPS are adopted is necessary in order to measure their true effectiveness. This is because the context rather than the policy might lead to positive outcomes and there is the possibility for sample bias. When controlling for the context in which the policies are implemented, we find that RPS has a negative impact on investments in renewable capacity. However, we find that investor owned utilities seem to respond more positively to RPS mandates than publicly owned utilities. By contrast, MGPO appears to have a significant effect on installed renewable capacity for all utilities regardless of the context in which it is implemented. IntroductionAddressing climate change has become an important priority for the U.S. administration. In the U.S., greenhouse gas emissions come primarily from the combustion of fossil fuels in energy use. Energy related carbon dioxide emissions, resulting from the combustion of petroleum, coal, and natural gas, represented 82% of total U.S. anthropogenic greenhouse gas emissions in 2006. 1 While the U.S. generates 3% of its electricity from renewable resources, 2 other developed countries such as Denmark, Germany, Spain, and New Zealand generate 25%, 20%, 16%, and 8% of their electricity from renewables, respectively. 3 In addition, all of the European Union member states have aggressive renewable energy percentages they plan to reach by 2020, while the U.S. has no federally defined targets for renewable generation. 4 While there are current debates about the implementation of a federal renewable policy, U.S. states have taken a leading role in establishing renewable energy policies since the late 1990s. These include Renewable Portfolio Standards, the requirement to sell green products, disclosure policies, and subsidies. Analyzing the effectiveness of state renewable policies can be helpful to inform the current policy debate at the federal level.Recent research has started to look at the effectiveness of state policies on the generation of renewable electricity but has found mixed results. While some studies have found positive results (Bird et al., 2005;Menz and Vachon, 2006;Zarnikau, 2003;Yin and Powers, 2010), others have found no significant results (Carley, 2009).Furthermore, most of these studies provide little information on the natural and institutional conditions under which state renewable policies are adopted, which could have an impact on their effectiveness. For example, the relationship between installed renewable capacity and a state's resource endowment (e.g., sun, biomass...

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“…Vandenberghe and Robin (2004) attempted to estimate the effect of private vs. public education on pupils' achievement using the 2000 OECD PISA survey, taking into account the potential bias due to the existence of unobserved confounding factors. They used three methods: IV regression, Heckman's 2-stage approach and Propensity Score Matching and compared the estimates.…”

mentioning

confidence: 99%

Private or public school advantage? Evidence from 40 countries using PISA 2012-Mathematics

Sakellariou

2017

ELRIE

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It is known that in most countries, students in private schools outperform students in public schools in international assessments. However, assessing the true effect of private school attendance requires addressing selection and sorting issues on both observables and unobservables. The existing empirical evidence on the private school effect mostly covers OECD and Latin American countries, with little evidence on other parts of the world. There is recent emerging country specific evidence doubting the existence of a private school advantage. I use PISA 2012 data for Mathematics and two different methodologies to derive baseline and bias-corrected estimates of the private-dependent and independent school effect for 40 countries. A robust private school advantage if found only in a handful of countries. Public schools generally perform equally well as private subsidised schools and outperform independent schools. Accounting for both peer effects and selection is necessary when evaluating school effectiveness, especially in the case of independent schools.

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Evaluating the effectiveness of private education across countries: a comparison of methods

Cited by 132 publications

References 24 publications

Measuring educational efficiency at student level with parametric stochastic distance functions: an application to Spanish PISA results

Measuring educational efficiency at student level with parametric stochastic distance functions: an application to Spanish PISA results

U.S. state policies for renewable energy: Context and effectiveness

Private or public school advantage? Evidence from 40 countries using PISA 2012-Mathematics

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