Competition among schools and educational quality: Tension between various objectives of educational policy

Abstract

Using Chilean data for fourth grade students, this research studies the effect of competition among schools on the results of standardized tests, academic self-esteem and motivation, the climate within the school, civic participation and training, and healthy lifestyle habits. In order to address the potential bias due to the endogeneity of the competition among schools, an instrumental variable approach is implemented, using instruments associated with the size of each "educational market." The results show that an increase of one standard deviation in competition among schools generates a moderate increase in standardized test results (0.06 standard deviations) and a more significant decrease in the other indicators of quality (between 0.02 and 0.16 standard deviations). Therefore, the results suggest a tension in the school between various objectives of educational policy, in which pressure to improve standardized test scores resulting from competition among schools could produce an undesired effect of deterioration in other dimensions of quality.

Sensitivity of self-reported noncognitive skills to survey administration conditions

“…Similar issues arise in the context of school accountability systems. This possibility is especially relevant given that some school districts and countries are using self-reported measures of noncognitive skills, such as growth mindsets, self-efficacy, and self-esteem (8,10,26). One obvious concern with using self-reports for school accountability is that teachers or principals might coach students to give favorable responses on noncognitive skill surveys.…”

“…Other school districts, such as the District of Columbia Public Schools, are using self-reported measures of noncognitive skills to track progress toward achieving district-wide goals (9). In the international context, Chile has incorporated self-reported measures of noncognitive skills into its school accountability system (10), and the Organisation for Economic Co-operation and Development (OECD) has launched a study that will collect self-reported measures to inform policy (11). In addition, many evaluations of educational programs or other social interventions use self-reported measures of noncognitive skills as key outcomes (12,13).…”

Can education quality be statistically measured?

“…At the same time, the teacher not only transmits knowledge, but also forms the personalities of the students, their worldview and spirituality. Therefore, the quality of a teacher is a complex concept that includes [6]:…”

MOOC Development - Why do IT and Business Courses Matter?

“…At the same time, students who study MOOCs to expand their own horizons are more regular users of MOOCs [8]. That is why over time, all areas have developed, including the Humanities and social Sciences.…”