Does school ownership matter? An unbiased efficiency comparison for regions of Spain

Cebada, Eva Crespo; Chaparro, Francisco Pedraja; Santín, Daniel

doi:10.1007/s11123-013-0338-y

Cited by 66 publications

(44 citation statements)

References 51 publications

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“…Although our main findings must be interpreted cautiously, since they are based on cross sectional data, they are mainly in the same line of other studies performed using Spanish data, 11 Crespo-Cebada et al (2014) point out that educational materials, extra-curricular activities, school bus and lunch are usually more expensive in private schools (around 30% higher). Moreover, in most private schools, parents are required to pay a fee to improve school facilities or to offer some extra-curricular activities while this fee does not exist in public schools.…”

Section: Discussionsupporting

confidence: 86%

“…Mancebon et al (2012) obtain even better results for public schools combining the use of multilevel analysis with the same extension of DEA. In contrast, Crespo-Cebada et al (2014) conclude that, after applying a propensity score matching technique to correct the potential bias, students attending state-subsidized private schools perform significantly better than students from public schools.…”

Section: Introductionmentioning

confidence: 78%

“…but adopting a very different methodological approach (e.g. Crespo-Cebada et al, 2014). Therefore, maybe it is time to analyze in greater detail the management or innovation strategies implemented by subsidized private schools, since they seem to be more efficient than public centres.…”

Section: Discussionmentioning

confidence: 99%

“…Likewise, the consideration of the percentage of native pupils is based on the premise that in Spain those students are segregated among schools and mostly concentrated in public centres (Salinas and Santin 2012) 4 , while the autonomy to hire personnel and allocate resources is widely larger in private centres (Crespo et al 2014). In particular, principals in public schools have no capacity to decide which profile of teachers should be hired (civil servants have stable position), while in state-subsidized private schools principals can manage the process to hire new teachers and configure a more homogeneous and focused staff what, finally, can improve the school's performance 5 .…”

Section: (Figure 1 Around Here)mentioning

confidence: 99%

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A comparison of public and private schools in Spain using robust nonparametric frontier methods

Ferrera

Prior

Simancas

2015

Cent Eur J Oper Res

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This paper uses an innovative approach to evaluate educational performance of Spanish students in PISA 2009. Our purpose is to decompose their overall inefficiency between different components with a special focus on studying the differences between public and state subsidized private schools. We use a technique inspired by the non-parametric Free Disposal Hull (FDH) and the application of robust order-m models, which allow us to mitigate the influence of outliers and the curse of dimensionality. Subsequently, we adopt a metafrontier framework to assess each student relative to the own group best practice frontier (students in the same school) and to different frontiers constructed from the best practices of different types of schools. The results show that state-subsidised private schools outperform public schools, although the differences between them are significantly reduced once we control for the type of students enrolled in both type of centres.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: (Figure 1 Around Here)mentioning

confidence: 99%

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A comparison of public and private schools in Spain using robust nonparametric frontier methods

Ferrera

Prior

Simancas

2015

Cent Eur J Oper Res

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“…On the one hand, Mora and Oreopoulos (2011) analysed peer effects for one of the Spanish regions, Catalonia, using information which allowed them to distinguish reciprocating from non-reciprocating friends inside a class. On the other hand, Crespo-Cebada et al (2014) compared the efficiency of public and private government-dependent Spanish secondary education schools using PISA 2006 data. Their non-parametric strategy was preceded by a propensity score matching approach in order to tackle the selection bias.…”

Section: Selected Contributionsmentioning

confidence: 99%

School Composition Effects in Spain: Accounting for Interceptand Slope Effects

Paolo¹,

Mendizábal²

2014

HPE-RPE

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SummaryDrawing on PISA 2012 data, in this paper we study the impact of school's socio-economic composition on the science test scores for Spanish lower-secondary education students. We adopt a semi-parametric methodology that enables spillovers to affect all the parameters in the educational production function. We also deal with the issue of endogenous students' sorting into schools with better socioeconomic composition. The positive effect of school's socio-economic composition is stronger when computed using the semi-parametric approach, suggesting the relevance of slope effects of school composition. However, the spillovers are substantially reduced when the endogenous sorting of students is controlled for.

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