The Changing Economic Advantage from Private Schools

Green, Francis; Machin, Stephen; Murphy, Richard; Zhu, Yu

doi:10.1111/j.1468-0335.2011.00908.x

Cited by 68 publications

(65 citation statements)

References 32 publications

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“…In particular the results based on the NPD do not include information on children attending private schools; a potentially important driver of educational inequality. As documented by Green et al (2011), attending a private school leads to substantial education and labour market advantages, and the share of pupils who are educated in them has varied over time. It is therefore important to check if the inclusion of private school pupils affects the trends in educational achievements that we find.…”

Section: Educational Inequalitymentioning

confidence: 99%

Educational Inequality, Educational Expansion and Intergenerational Mobility

Blanden

Macmillan²

2016

J. Soc. Pol.

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The distribution of education by social background and the mobility prospects of society are intimately connected. To begin to predict future trends in mobility in the UK we bring together evidence on educational inequality by family background for cohorts from 1958 to 2000 for a range of educational outcomes. There is evidence that educational inequalities have narrowed among recent cohorts as the overall level of educational achievement has increased. This could be promising for mobility provided the labour market returns to these qualifications are maintained. However, stubborn inequalities by background at higher attainment levels imply that narrowing inequalities and expanding equality of opportunity throughout the educational distribution is a difficult task.

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Section: Educational Inequalitymentioning

confidence: 99%

Educational Inequality, Educational Expansion and Intergenerational Mobility

Blanden

Macmillan²

2016

J. Soc. Pol.

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“…This work was based on a cohort of 1980 graduates and the private school wage premium for graduates was 7% for males and 0% for females, conditional on subject of degree and institution. The suggestion that private school graduates earn an additional premium over and above the return to their degree is also supported by evidence from Naylor (2002) for a cohort of 1993 graduates (3% wage premium) and by Green et al (2012) using the National Child Development Study 1958 cohort and the 1970 BCS referred to earlier. They found more generally that the private school wage premium increased from 4% for the earlier cohort to 10% for the later one, a finding which held for graduates.…”

Section: Academic Literaturementioning

confidence: 52%

How English domiciled graduate earnings vary with gender, institution attended, subject and socio-economic background

Britton¹,

Dearden²,

Shephard³

et al. 2016

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This paper uses tax and student loan administrative data to measure how the earnings of English graduates around 10 years into the labour market vary with gender, institution attended, subject and socioeconomic background. The English system is competitive to enter, with some universities demanding very high entrance grades. Students specialise early, nominating their subject before they enter higher education (HE). We find subjects like Medicine, Economics, Law, Maths and Business deliver substantial premiums over typical graduates, while disappointingly, Creative Arts delivers earnings which are roughly typical of non-graduates. Considerable variation in earnings is observed across different institutions. Much of this is explained by student background and subject mix. Based on a simple measure of parental income, we see that students from higher income families have median earnings which are around 25% more than those from lower income families. Once we control for institution attended and subject chosen, this premium falls to around 10%.

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“…En cuanto a los resultados empíricos fuera del ámbito escolar estadounidense, existen muchos ejemplos relevantes, por ejemplo, los trabajos de Green et al (2012) y Dearden et al (2010), los cuales señalan que los alumnos británicos que asisten a centros privados tienen, en promedio, más probabilidades de alcanzar niveles educativos superiores, y obtener mejores resultados académicos y mayores salarios. Para Holanda, Levin (2002) evidencia los mejores resultados de los alumnos de colegios católicos privados.…”

Section: • 199unclassified

¿Por qué los estudiantes de colegios públicos y privados de Costa Rica obtienen distintos resultados académicos?

Giménez

Aristizábal

2017

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ResumenEn este artículo se busca identificar qué causa las diferencias en resultados académicos entre colegios costarricenses públicos y privados empleando la técnica de descomposición de Oaxaca-Blinder, aplicada a la base pisa 2012. La conclusión es que las diferencias, por orden de importancia, se deben a: a) las características de los hogares, b) los recursos de los centros, c) las características de los estudiantes, y d) el ambiente de trabajo en los centros. Pero también porque hay diferencias en características y factores que se aprovechan de modo distinto. Así, si los estudiantes de escuelas públicas poseen en conjunto peores características, saben sacarles mejor partido, aunque los estudiantes de los colegios privados sabrían aprovechar mejor el ambiente de trabajo en este tipo de centros educativos. AbstractIn this paper we use the Oaxaca-Blinder decomposition methodology, applied to the pisa 2012 database, in order to identify the causes of the differences in academic results between public and private Costa Rican schools. In order of importance, these are caused by differences in: a) family characteristics, b) school resources, c) student characteristics, and d) working environment in the schools. The differences in the results are not only explained by the differences in characteristics and factors, but also by the differences in the way they are used. So, while students in public schools have collectively worst characteristics, they make better use of them. However, students in private schools obtain more output from the working environment in their schools.Palabras clave: resultados escolares, educación pública, educación privada, Costa Rica, pisa, descomposición Oaxaca-Blinder, funciones de producción educativa.

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The Changing Economic Advantage from Private Schools

Cited by 68 publications

References 32 publications

Educational Inequality, Educational Expansion and Intergenerational Mobility

Educational Inequality, Educational Expansion and Intergenerational Mobility

How English domiciled graduate earnings vary with gender, institution attended, subject and socio-economic background

¿Por qué los estudiantes de colegios públicos y privados de Costa Rica obtienen distintos resultados académicos?

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