Does money matter for schools?

Holmlund, Helena; McNally, Sandra; Viarengo, Martina

doi:10.1016/j.econedurev.2010.06.008

Cited by 63 publications

(62 citation statements)

References 14 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There have been two recent papers about the effects of school expenditure in primary schools (Holmlund, McNally, and Viarengo 2010;Gibbons, McNally, andViarengo 2011). Holmlund, McNally, andViarengo (2010) use the National Pupil Database between 2002 and 2007 -a period in which there was a large increase in school expenditure in England.…”

Section: School Resourcesmentioning

confidence: 99%

Educational attainment across the UK nations: performance, inequality and evidence

Machin

McNally

Wyness

2013

Educational Research

Self Cite

View full text Add to dashboard Cite

Background: Political devolution occurred in the UK in 1998-99, following many years in which some degree of policy administration had been devolved to the four nations. Since devolution, all four countries of the UK have pursued increasingly divergent education policies. This is true in England in particular, where diversity, choice and competition have become a key focus of education policy. This political divergence between the four nations gives us the opportunity to appraise differences and similarities in educational policies and outcomes in the four UK nations. Purpose: This article is a comparative review of the education reforms of the constituent countries of the UK, with particular focus on value for money. The main aims of the article are to (1) outline the key differences in the educational systems in terms of school type, choice and competition, educational resources and pedagogy; (2) describe how the countries compare in terms of educational attainment during compulsory schooling years; (3) examine inequalities in educational attainment, such as by gender and socio-economic status, and how the different countries compare on these measures; and (4) examine existing evidence on the effectiveness and value for money of different education policies and programmes in the different countries. Sources of evidence: We use a variety of sources of evidence to achieve these aims. We undertake a literature review of the existing evidence on the effectiveness and value for money of different programmes and policies that have taken place across the UK. We also collate and undertake an analysis of data on educational outcomes from published statistics sourced from the national statistics offices of each country. It is easier to be confident about comparisons based on international data sets because in this case all students will have taken exactly the same test, so we also compile and analyse survey data from international surveys of educational attainment such as PISA, PIRLS and TIMSS. Main argument: We argue that while the systems of the four countries of the UK are becoming increasingly divergent, there are still many similarities. This is borne out in the evidence on educational outcomes, which show many similarities between the four countries. Because of these similarities, the positive impacts of many of the policies and programmes adopted in England may have relevance for Scotland, Wales and Northern Ireland. Conclusions: We find evidence that increasing school resources improves results, and also that more targeted spending benefits able pupils from disadvantaged backgrounds. We also find positive results of several programmes. Evaluating the education policies of the four nations in terms of value for money -and therefore whether they have scope to be adopted -represents a bigger challenge. Whilst the value for *Corresponding author.

show abstract

Section: School Resourcesmentioning

confidence: 99%

Educational attainment across the UK nations: performance, inequality and evidence

Machin

McNally

Wyness

2013

Educational Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…Further there is a debate about the role of expenditure on student performance (Hanushek, 2003;Holmund et al 2010). In an attempt to address these concerns, we replace expenditure by pupil-teacher ratio, which is effectively an outcome of expenditure incurred by schools and certainly a hard data.…”

Section: Pupil-teacher Ratiomentioning

confidence: 99%

“…15 We prefer this 3-year average to contemporaneous expenditure as it is a more long-term measure of expenditure and hence a better determinant of student performance. Also, it will minimise the problem of potential simultaneity between school expenditure per 12 The SLC exam consists of tests in six compulsory subjects (Nepali, English, Mathematics, Science, Social Studies, and Health/Physical Education) and two optional subjects.…”

mentioning

confidence: 99%

See 1 more Smart Citation

In Trusts We Trust: Socially Motivated Private Schools in Nepal

Pal

Saha

2014

SSRN Journal

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu We study school choice and school efficiency in terms of secondary school completion test scores by utilizing a unique database from Nepal. There are two novel features of our analysis: firstly we allow for heterogeneity among private schools, by distinguishing socially motivated trust-run schools from profit-motivated company-run schools, and secondly, we include school's expenditure as a determinant of its efficiency per unit of cost. We find that when expenditure is not included, the trust-run school comes on top, slightly but distinctly, ahead of the profit-motivated school. But if expenditure is included, the trust-run school's position becomes sensitive to the level of expenditure, as it is the only school to exhibit sensitivity between expenditure and test score. In the urban area, the public school is always at the bottom, and between the two types of the private school the trust-run school ranks first (second) at high (low) levels of expenditure. However, in the rural area it is a three way race, with the trust school coming on top again at high expenditure, but falling to bottom at low levels of expenditure. This picture is fairly robust to considerations of subject fixed effects and to inclusion or exclusion of private aided schools or private tuition. We show both theoretically and empirically that socially motivated schools can be efficient and outperform profitmotivated schools. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:H44, I22

show abstract

“…Hanushek (2003) reviews this literature, arguing that there is no strong or consistent relationship between school resources and student achievement. However, some recent papers for England do find small, positive effects of school resources (Holmlund et al (2010), Machin et al (2010)). Gibbons et al (2012) use idiosyncratic variation in funding differences across local authorities to estimate a positive effect of resources on attainment.…”

Section: Introductionmentioning

confidence: 99%

Estimating the effect of teacher pay on pupil attainment using boundary discontinuities

Greaves¹,

Sibieta²

2014

Working Paper Series

View full text Add to dashboard Cite

This paper provides causal estimates of the effect of teacher pay on pupil attainment using a sharp geographical discontinuity in teacher salaries. We compare schools in close proximity to a pay zone boundary to estimate the effect of teacher salary differentials on pupil attainment. We find that these differences in salary scales do translate into differences into actual teacher pay levels. However, we find little evidence that higher teacher salary scales increases pupil attainment in national assessments at age 11, and are able to rule out quantitatively small effects of 0.07 and 0.02 standard deviations in English and maths, respectively. These results imply that variations in teacher pay of the magnitude we observe (around 5%) are unlikely to be effective for attracting and retaining higher quality teachers.

show abstract

Does money matter for schools?

Cited by 63 publications

References 14 publications

Educational attainment across the UK nations: performance, inequality and evidence

Educational attainment across the UK nations: performance, inequality and evidence

In Trusts We Trust: Socially Motivated Private Schools in Nepal

Estimating the effect of teacher pay on pupil attainment using boundary discontinuities

Contact Info

Product

Resources

About