Smart but unhappy: Independent-school competition and the wellbeing-efficiency trade-off in education

Heller‐Sahlgren, Gabriel

doi:10.1016/j.econedurev.2017.10.005

Cited by 39 publications

(30 citation statements)

References 56 publications

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“…The instrumental variables specification is employed and all of the controls included in the previous models are included. I expect that these results will align with those published by West and Woessmann () and Heller‐Sahlgren (). All reported results are for models with standard errors clustered at the level of treatment, the school (Barrios et al., ; Cameron and Miller, ; Green and Vavreck, ).…”

Section: Methodssupporting

confidence: 86%

“…Since whether a student is in a private school in 2009 is obviously endogenous to the OLS model, I follow the literature by West and Woessmann (), Heller‐Sahlgren (), and others by using a two‐stage least‐squares regression (2SLS) approach of the form:

\begin{matrix} true \\ right {Private}_{i t} & = & left λ_{0} + λ_{1} bold-italicCatholicShar e_{j 1900} + λ_{2} C o u n t r y_{i t} + λ_{3} S c h o o l_{i t} \\ left + λ_{3} S t u d e n t_{i t} + ε_{i t} \end{matrix}

O u t c o m e_{i t} = β_{0} + β_{1} Privat {bold-italice}_{i 2009} + β_{2} C o u n t r y_{i t} + β_{3} S c h o o l_{i t} + β_{3} S t u d e n t_{i t} + ε_{i t},

where the endogenous explanatory variable of interest, Private , is predicted with the Catholic share of the population in 1900 in country j , where the student i resides in present day. A linear probability model is used in the first stage since the endogenous explanatory variable is binary.…”

Section: Methodsmentioning

confidence: 99%

“…Nevertheless, all models also control for the present‐day (2010) share of the population that identifies as Catholic. In addition, several other scholars have used this instrumental variable as well (Allen and Vignoles, ; Cohen‐Zada, ; Cohen‐Zada and Elder, ; Falck and Woessmann, ; Heller‐Sahlgren, ; West and Woessmann, ).…”

Section: Methodsmentioning

confidence: 99%

“…Using this experimental setting, West and Woessmann () found that private schooling had substantially large impacts on individual student PISA scores in 2003. Heller‐Sahlgren () applied the same instrumental variable for the sample of around 295,000 children from 34 OECD countries who took the 2012 PISA exam and survey. Heller‐Sahlgren () similarly found that private schooling largely increased PISA math, reading, and science scores; however, he also found that private schooling slightly reduced student well‐being at school, as reported on the PISA survey.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Heller‐Sahlgren () applied the same instrumental variable for the sample of around 295,000 children from 34 OECD countries who took the 2012 PISA exam and survey. Heller‐Sahlgren () similarly found that private schooling largely increased PISA math, reading, and science scores; however, he also found that private schooling slightly reduced student well‐being at school, as reported on the PISA survey. DeAngelis () found similar positive results for math, reading, and science scores by using country‐level fixed effects over 12 years and a new instrumental variable, short‐run fluctuations in the demand for schooling overall within nations over time.…”

Section: Literature Reviewmentioning

confidence: 99%

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Does Private Schooling Affect Noncognitive Skills? International Evidence Based on Test and Survey Effort on PISA

DeAngelis

2019

Social Science Quarterly

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Objective This study estimates the effects of private schooling on noncognitive outcomes as measured by patterns of student responses on exams and surveys. Methods I use Programme for International Student Assessment (PISA) data from over 300,000 individual students within 44 countries in 2009 and a historical natural experiment to estimate the causal impact of private schooling on student effort. Since nations with larger shares of Catholics in 1900 tend to have larger shares of private schooling today, the study uses the Catholic share of the population in 1900 as an exogenous instrument to predict whether a given child is in a private school in 2009. Results The results suggest that private schooling increases student effort on PISA tests, as measured by test decline, while decreasing diligence on student surveys, as measured by careless answer patterns and nonresponse rates. In addition, I find that private schooling substantially increases PISA test scores, and that stronger noncognitive skills are associated with higher PISA scores. Conclusion Since this is the first study to connect school sector to these noncognitive outcomes, additional research on this topic is especially welcome. More research is also needed on the validity of measures such as test decline, careless answer patterns, and nonresponse rates.

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Section: Methodssupporting

confidence: 86%

\begin{matrix} true \\ right {Private}_{i t} & = & left λ_{0} + λ_{1} bold-italicCatholicShar e_{j 1900} + λ_{2} C o u n t r y_{i t} + λ_{3} S c h o o l_{i t} \\ left + λ_{3} S t u d e n t_{i t} + ε_{i t} \end{matrix}

O u t c o m e_{i t} = β_{0} + β_{1} Privat {bold-italice}_{i 2009} + β_{2} C o u n t r y_{i t} + β_{3} S c h o o l_{i t} + β_{3} S t u d e n t_{i t} + ε_{i t},

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Does Private Schooling Affect Noncognitive Skills? International Evidence Based on Test and Survey Effort on PISA

DeAngelis

2019

Social Science Quarterly

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The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study

Barker

Hartwell

Egan

et al. 2023

British Educational Res J

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Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the

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The Fragile Ecology of Schools That Value Equality

Newton

2024

Palgrave Studies in Alternative Education

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Smart but unhappy: Independent-school competition and the wellbeing-efficiency trade-off in education

Cited by 39 publications

References 56 publications

Does Private Schooling Affect Noncognitive Skills? International Evidence Based on Test and Survey Effort on PISA

Does Private Schooling Affect Noncognitive Skills? International Evidence Based on Test and Survey Effort on PISA

The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study

The Fragile Ecology of Schools That Value Equality

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