By Rajashri Chakrabarti, Paul E. Peterson
Analyses and reports of public-private partnerships in schooling and the different varieties they soak up various components of the area.
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Extra resources for School Choice International: Exploring Public-Private Partnerships
This pattern is also consistent with the relative size of the coefﬁcient estimate in the speciﬁcations with countrylevel and school-level public-private measures. The lower size in the speciﬁcation with school-level public-private measures could be attributed to the selection bias due to credit constraints, which is operative within countries but not across countries. But obviously, selection biases stemming from other sources may also be at play. The coefﬁcient estimate on public operation is also smaller in absolute terms in the speciﬁcation with school-level public-private measures.
1. Percentage of observations without information on public operation or funding. These observations are not counted in the columns on sample size. 2. Sum. Source: Own calculations based on PISA microdatabase. 4 Notes: In percent. 1 for a list of country acronyms. Source: Own calculations based on PISA microdatabase. 5). 2 Why Should the Public-Private Division Matter? Do these cross-country differences in public versus private involvement in the operation and funding of schools matter for student achievement?
Therefore, the effect of public funding on student achievement seems indeed to be positive, and likely to be even larger than the reported coefﬁcient estimates of this speciﬁcation suggest. This pattern is also consistent with the relative size of the coefﬁcient estimate in the speciﬁcations with countrylevel and school-level public-private measures. The lower size in the speciﬁcation with school-level public-private measures could be attributed to the selection bias due to credit constraints, which is operative within countries but not across countries.
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