Factors associated with private-public school performance: Analysis of TALIS-PISA link data

Abstract

We use measures of competitive pressure, administrative autonomy and staffing practices to explain the private-public performance difference in Australia, Portugal and Spain using the TALIS-PISA dataset. We employ OLS regression and counterfactual decomposition analysis on matched sub-samples. These school factors do not explain the overall private-public performance gap in the three countries except at the higher-end of the distribution. In other words, these factors appear to benefit only the high-performers in private schools in Australia and Spain. The results point to the potential limits of adopting private school practices for improving learning across the performance distribution especially for low-performing students.

Psychological distress and coping styles in teachers: A preliminary study

“…Satisfaction with teaching is impacted by employment characteristics (i.e. private versus public school systems; Delprato & Chudgar, 2018). In particular, working conditions can impact the quality of teacher instruction and student achievement (Bettini et al., 2017).…”

“…The current study was not without limitations. Firstly, psychological distress can differ among teaching levels, for instance, between primary and secondary education (Eaton et al, 1990).Satisfaction with teaching is impacted by employment characteristics (i.e., private versus public school systems; Delprato & Chudgar, 2018). In particular, working conditions can impact the quality of teacher instruction and student achievement (Bettini et al, 2017).…”

Determination of the Factors Affecting Students’ Science Achievement Level in Turkey and Singapore: An Application of Quantile Regression Mixture Model

“…Zhang, Khan, and Tahirsylaj (2015) have used regression methods to measure the factors affecting students' performance using the dataset of PISA 2009 participating countries. The research of Delprato and Chudgar (2018) has found out the systemic school factors on the privatepublic performance gap using the Teaching and Learning International Survey (TALIS)-PISA dataset in three countries. Based on a multilevel model, Giambona and Porcu (2018) have identified the most important factor on students' achievement was school size.…”

Analyse du différentiel de performances scolaires dans les pays PASEC sur la base de la régression quantile contrefactuelle

“…La décomposition par la distribution contrefactuelle est utilisée par Oliveira et al (2013) pour démontrer que les élèves peu performants fréquentant les écoles publiques obtiendraient de moins bons résultats avec les caractéristiques des élèves des écoles privées. Delprato et Chudgar (2018) démontrent qu'en Australie, Espagne et Portugal, les facteurs liés aux écoles (l'esprit de compétition, l'autonomie administrative, les pratiques d’équipe et la comptabilité) determinent le différentiel de performance entre écoles publiques et privées.…”