Experimental results from a four-year targeted education voucher program in the slums of Delhi, India

Dixon, Pauline; Egalite, Anna J.; Humble, Steve; Wolf, Patrick J.

doi:10.1016/j.worlddev.2019.104644

Cited by 14 publications

(9 citation statements)

References 19 publications

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“…21 However, private schools taught more subjects and spent less instructional time on these subjects, suggesting they were more efficient in achieving these scores. These results are replicated in part in a different context in India by Dixon et al (2019) who find that a voucher program in Delhi also increased English test scores after 4 years.…”

Section: Comfort Rather Than Qualitymentioning

confidence: 64%

The Lessons Private Schools Teach: Using a Field Experiment to Understand the Effects of Private Services on Political Behavior

Davies¹

2022

Comparative Political Studies

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Government services act as important sites of political socialization. Through interactions with the state individuals learn lessons about their value as citizens, form preferences over government services, and understand the value of political participation. What happens when the private sector replaces government provision of basic services? I explore this question in the context of a randomized private school voucher experiment in India. Based on an original household survey of 1200 households, and semi-structured interviews conducted 5 years after the voucher lottery, I find that voucher winning households hold stronger market-oriented beliefs. However, voucher winning households show little difference in political participation on most measures of political participation. I argue that these results are driven by a greater comfort with private providers as permanent economic actors. This suggests exposure to different economic actors, in the form of private schools, have the potential to change political preferences.

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Section: Comfort Rather Than Qualitymentioning

confidence: 64%

The Lessons Private Schools Teach: Using a Field Experiment to Understand the Effects of Private Services on Political Behavior

Davies¹

2022

Comparative Political Studies

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“…Given the above findings and discussions, some may argue that the development of different types of school, their operations, and successes in the context of urban education is guided by what respective groups of clienteles want or can afford (Dixon et al, 2019; Hung et al, 2020). It is thus the clienteles who have helped create a non-homogeneous urban K-8 education system.…”

Section: Challenges To Ensuring “Homogeneity” In Urban K-8 Educationmentioning

confidence: 99%

“…It is thus the clienteles who have helped create a non-homogeneous urban K-8 education system. They may further argue that due to the differentiated and specialized choices, the clienteles might have chosen NGO and religious schools instead of public and semi-public ones (Dixon et al, 2019). It is important to understand whether such demand/choice shown by people is through their own personal volition or according to the whims of those in power.…”

Section: Challenges To Ensuring “Homogeneity” In Urban K-8 Educationmentioning

confidence: 99%

Three Parameters of Urban K-8 Education During Pre- and Post-Covid-19 Restrictions: Comparison of Students of Slums, Tin-Sheds, and Flats in Bangladesh

Alam

Parvin

2022

Education and Urban Society

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According to a proverb often referring to the misery that prevails in restricted if enlightened surroundings, “It is dark under the lamp.” Urban areas have emerged as centers of excellence as far as economic development is concerned. People coming from diverse cultural, professional, and economic backgrounds live in cities. Gaps their economic conditions have led to various clusters of people much different from their rural counterparts. Comparing between urban and rural areas, studies often argued that urban education is exceptionally better. Adopting “descriptive analysis” of both secondary and primary data, this study notes that students living in urban slums suffer in terms of three parameters (access, attendance, and academic performance) of K-8 education. Government-run education neglects students living in the slums and this enabled NGOs to step in. Students living in tin-sheds receive education mainly through the government’s initiatives, while those living in flats attend private, international, and elite-public schools. Students who live in tin-sheds cannot compete with those who live in flats, let alone the slums. The Covid-19 pandemic has further aggravated this crisis. Substantial policy intervention by the government may be the only viable way to ensure developing nations’ K-8 urban education is safe from criticism.

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“…This context has to do with the retention and increase in the knowledge of students. The study of Dixon, Egalite, Humble, and Wolf (2019) stipulated that there is a large impact of voucher use in the test scores in English from a particular urbanized city in India. Also, Lartec et al (2014) showed that teachers used strategies like improvising instructional materials, remediation of instruction, and utilization of a literary piece in teaching a mother tongue-based multilingual education.…”

Section: Literature Reviewmentioning

confidence: 99%

Administrative and Instructional Issues in the Implementation of Voucher Program Among Selected Private Senior High Schools

Francisco¹,

Asio²,

Rodriguez³

2020

Int. j. humanit. arts soc. sci.

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The primary aim of this research was to identify the issues encountered by school administrators and teachers in implementing the voucher program. We identified administrative issues in terms of the release of vouchers or billing statements, providing resources, application, and processing of documents, and career guidance orientation. Meanwhile, we also investigated instructional issues to teach like strategies and techniques, student preparation, learning resources, curriculum enhancement, and teachers' preparation and readiness. The research method for this study was a qualitative phenomenological approach that focused on describing the lived experiences of people. This study involved six school administrators and six teachers that belonged to private senior high schools in a province in Central Luzon, Philippines, during the school year 2018-2019. The results showed that the issues associated with implementing voucher programs among school administrators are: (a) delays in application and processing of documents, (b) lack of parents' support and students' active participation in career guidance orientation, (c) delays in the voucher's release, and (d) difficulties in hiring qualified teachers and the keeping of teachers. Meanwhile, the common problems associated with implementing voucher among teachers are: (a) lack of preparedness among teachers, (b) congested curriculum competencies and idealistic outcome expectations, (c) job mismatch, traditional teaching, non-congruency between the teaching strategies and content, (d) innovative technological advancements issues, and (e) students are not competent. They can learn significant insights from the research-based propositions drawn from the study.

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Experimental results from a four-year targeted education voucher program in the slums of Delhi, India

Cited by 14 publications

References 19 publications

The Lessons Private Schools Teach: Using a Field Experiment to Understand the Effects of Private Services on Political Behavior

The Lessons Private Schools Teach: Using a Field Experiment to Understand the Effects of Private Services on Political Behavior

Three Parameters of Urban K-8 Education During Pre- and Post-Covid-19 Restrictions: Comparison of Students of Slums, Tin-Sheds, and Flats in Bangladesh

Administrative and Instructional Issues in the Implementation of Voucher Program Among Selected Private Senior High Schools

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