What Determines Private School Choice? A Comparison between the United Kingdom and Australia

Dearden, Lorraine; Ryan, Chris; Sibieta, Luke

doi:10.1111/j.1467-8462.2011.00650.x

Cited by 20 publications

(24 citation statements)

References 19 publications

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“…Mavisakalyan (2009) finds that the private school enrolment rate increases with family income, average regional income and, at least for primary enrolments, income inequality. Dearden, Ryan and Sibieta (2011) also find that enrolment in independent schools increases with family income in Australia, but that attendance at Catholic schools increases by less across the income distribution.…”

Section: Literature Reviewmentioning

confidence: 74%

Private School Usage in Australia 1975–2010: Evidence from the Household Expenditure Surveys

Gørgens¹,

Ryan²,

Zhao

2019

Australian Economic Review

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The use of private schools in Australia has increased greatly since the 1970s. This article shows that most of the growth has been concentrated in attendance at low-fee schools, while the growth in using high-fee schools has been modest. Furthermore, the increase has occurred for households at all income levels, for both single-parent and two-parent households, for households of all sizes, and irrespective of whether the household reference person is born in Australia or elsewhere. However, increasing income and changes in household composition can account only for a small part of the trend.

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Section: Literature Reviewmentioning

confidence: 74%

Private School Usage in Australia 1975–2010: Evidence from the Household Expenditure Surveys

Gørgens¹,

Ryan²,

Zhao

2019

Australian Economic Review

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“…12 The model suggests that comprehensive school systems become more attractive if both the share of high-achievers and extent of interaction are increased. However, policymakers who sympathize with mixed systems should be aware that parents of higher-achieving students may enroll their children in private schools to prevent them from being exposed to weaker public school classmates ( Dearden, Ryan, and Sibieta 2011). From the model's view, this problem could be alleviated to some extent by the provision of norms and learning environments that motivate student types interact more.…”

Section: Discussionmentioning

confidence: 99%

A Model about the Impact of Ability Grouping on Student Achievement

Kiss

2017

The B.E. Journal of Economic Analysis &Amp; Policy

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Abstract:This paper presents a small theoretical model to compare school systems that segregate students by ability ("tracking") with comprehensive ones, which allow for mixing of differently skilled students into same classes. The outcomes of interest are the achievement levels of weaker and better students, and the average achievement of all students. In the model, the instructional pace is tailored to the skill distribution of a class, and higher-achieving peers are an additional source of learning. The results show that differences in both the share of high-achievers and degree of interaction between student types can explain the mixed (quasi-)experimental evidence on the effect of de-tracking on student achievement. As changes in peer quality affect good and weak students' achievement in very different ways, the term "peer effect" should be used with caution.

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“…This may explain why attendance at private school in Australia is strongly patterned by socioeconomic status (SES). The average income and SES of students in private schools is higher than in public schools (Dearden, Ryan, & Sibieta, 2010;Watson & Ryan, 2010). These empirical facts suggest that private schooling is considered superior by many Australian families, especially the more affluent (Anderson, 1992;Beavis, 2004;Selleck, 1990).…”

Section: Introductionmentioning

confidence: 92%

How do learning environments vary by school sector and socioeconomic composition? Evidence from Australian students

Perry

Lubienski

Ladwig

2016

Australian Journal of Education

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We examine how students’ perspectives of their learning environments vary between private and public schools in Australia. Previous research has shown that educational outcomes do not vary by school sector in most countries after controlling for student social background. Little is known, however, about the ways in which different students’ educational experiences vary across sectors. Australia is a good case study for examining this question, because it has one of the largest private school sectors in the world. We used a large and nationally representative dataset to compare sector differences across five measures of learning environments while accounting for the average socioeconomic composition of the school. Very few differences large enough to be considered educationally substantive were found between sectors. On two measures, however, student perspectives varied substantially within sectors and across school socioeconomic contexts. Overall, classroom disciplinary climate varied the most across school sectors and socioeconomic contexts, and teacher scaffolding and structuring strategies varied the least.

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What Determines Private School Choice? A Comparison between the United Kingdom and Australia

Cited by 20 publications

References 19 publications

Private School Usage in Australia 1975–2010: Evidence from the Household Expenditure Surveys

Private School Usage in Australia 1975–2010: Evidence from the Household Expenditure Surveys

A Model about the Impact of Ability Grouping on Student Achievement

How do learning environments vary by school sector and socioeconomic composition? Evidence from Australian students

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