The Effectiveness and Equity of Public-Private Partnerships in Education: A Quasi-Experimental Evaluation of 17 Countries

Y

32

Cross Cultural Studies; Partnerships in Education; Public Schools; Private Schools; Student Characteristics; Academic Ability; Foreign Countries; Secondary School Students; International Assessment; Achievement Tests; Equal Education; School Effectiveness; Academic Achievement

Argentina; Australia; Austria; Belgium; Chile; Denmark; Hungary; Indonesia; Ireland; Netherlands; Portugal; Slovakia; South Korea; Spain; Sweden; Thailand; Trinidad and Tobago

1068-2341

I estimate achievement effects of education public-private partnerships (PPPs) in 17 countries on the 2009 PISA assessment. Enrollment in PPP schools is tied to student wealth and prior academic ability. PPP students outperform their public peers on half of all outcomes. After accounting for selection, the PPP performance advantage remains on one-quarter of outcomes. However, nearly all of these performance differences are accounted for by school-level peer group effects. PPP schools are outperforming their public counterparts not through any advantages in productive efficiency but through sorting of more capable students.

As Provided

77

2018

EJ1189591