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World Bank Wednesday April 29, 2009 Paul E. Peterson - Discussant

World Bank Wednesday April 29, 2009 Paul E. Peterson - Discussant Henry Lee Shattuck Professor of Government, Harvard University Director Harvard Program on Education Policy and Governance.

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World Bank Wednesday April 29, 2009 Paul E. Peterson - Discussant

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  1. World Bank Wednesday April 29, 2009 Paul E. Peterson - Discussant Henry Lee Shattuck Professor of Government, Harvard University Director Harvard Program on Education Policy and Governance

  2. Heterogeneity in School Sector Effects on Elementary Student PerformancePaul E. Peterson & Elena Llaudet Harvard University 2. Effects of Public and Private Schools on Elementary School Students

  3. Data from Early Childhood Longitudinal Survey - Kindergarten Class of 1998-9 (ECLS-K), • the first longitudinal study that attempts to track the elementary school experience of a nationally representative sample of students • Track students from K to 5th grade

  4. Method • Propensity score matching of public and private students • Imputation of missing variables. • Fifth grade outcomes, controlling for first grade performance and numerous background characteristics.

  5. Private Sector • 11.6 percent of all students (6 million) • Distribution • Catholic: 47 % • Evangelical Protestant: 15 • Lutheran: 4 • Other Religious 16 • Nonsectarian 17

  6. Average Expenditure per Pupil • Public School $9,929 • Private School $5,634 In 2003, according to information reported by U.S. Department of Education (2005b) Average Teacher Salaries • Public School about $43,000 • Private School less than $30,000 In 2000, according to information reported by U.S. Department of Education (2005b)

  7. Findings • Overall, private school advantage in reading (0.05), not in math • Larger private school advantage in reading for low SES, low initial ability students (0.23 s. d.) • (One third of a years worth of learning, approximately) • Private school advantage in reading for minority students (0.18 s. d.)

  8. Findings (cont.) • Public school advantage in math for high SES, high initial ability students (0.13) • Public school advantage in math for white and Asian students (0.12)

  9. Charter school effectiveness • National observational studies—national sample, but few if any control variables • do not track student gains. • Randomized field trials • excellent quality, few unrepresentative schools • Student fixed effects • reasonable quality, only certain places

  10. Estimated Test Score Effect of Attending New York City’s Charter Schools, Per Year of Attendance, on Average student

  11. Less Positive Evidence from North Carolina Age of School

  12. School choice research can’t tell us what we really want to know: What happens in the long run, after parents have had choice for many years and schools systems have evolved in response to parental choice.

  13. But, now, we have research that tells us exactly that: • 4. Long-Term Effects of School Choice: Data from 29 Countries • Study by Martin R. West • and Ludger Woessmann

  14. Comes from 29 countries. Some have lots of parental choice, some a little • Student performance in math, science and reading at age 15 is measured by the PISA 2003, collected by the Organization of Economic Co-operation and Development (OECD), an official international agency.

  15. Do countries that have more school choice have higher student performance? School choice is measured by the percentage of students attending private schools.

  16. Private Share of School Enrollment

  17. Math Test Scores

  18. Government Funding of Private Schools* *Note: Data unavailable for Australia and Austria

  19. Impact of Country’s Private Share on…

  20. The effect of a10-percentage-pointincrease in the share of enrollment in private school is equivalent to41 percentof a year’s worth of learning in high school.

  21. Impact of Country’sPrivate Share onMath Scores ofStudents in Public Schoolis66 points.

  22. Impact of Country’sPrivate Share onPer Pupil Expenditure isto reduce it by5.6 percent.

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