Comprehensive Private School Model for Low-Income Urban Children in Mexico
In low-income countries, private schools are perceived as superior alternatives to the public sector, often improving achievement at a fraction of the cost. It is unclear whether private schools are as effective in middle-income countries where the...
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| Language: | English |
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World Bank, Washington, DC
2018
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| Online Access: | http://documents.worldbank.org/curated/en/224651544471608631/Comprehensive-Private-School-Model-for-Low-Income-Urban-Children-in-Mexico http://hdl.handle.net/10986/30991 |
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okr-10986-309912021-06-08T14:42:45Z Comprehensive Private School Model for Low-Income Urban Children in Mexico Santibanez, Lucrecia Saavedra, Juan E. Bentaouet Kattan, Raja Patrinos, Harry Anthony PRIVATE EDUCATION PRIMARY EDUCATION INEQUALITY ACCESS TO EDUCATION POVERTY In low-income countries, private schools are perceived as superior alternatives to the public sector, often improving achievement at a fraction of the cost. It is unclear whether private schools are as effective in middle-income countries where the public sector has relatively more resources. To address this gap, this paper takes advantage of lottery-based admissions in first grade for a Mexico City private school that targets and subsidizes attendance for low-income children. Over three years, selected students via lottery scored 0.21 standard deviation higher than those not selected in literacy tests, corresponding to a normalized gain of one-half of a grade level every two years. Lottery winners also statistically outperformed those not selected in math, but the gains were more modest. Relative to the control group, parents of selected students were more satisfied with their school and had higher educational expectations for their children. Unlike findings from low-income countries, these gains came at increased cost—twice as much on a per pupil basis relative to public schools. Additional analyses indicate gains made by the lowest income students in the sample help explain the school's impact. This suggests private schools could bring down persistent achievement gaps in these countries, but puts into question the validity of implementation at scale. 2018-12-11T20:20:00Z 2018-12-11T20:20:00Z 2018-12 Working Paper http://documents.worldbank.org/curated/en/224651544471608631/Comprehensive-Private-School-Model-for-Low-Income-Urban-Children-in-Mexico http://hdl.handle.net/10986/30991 English Policy Research Working Paper;No. 8669 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research Latin America & Caribbean Mexico |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
PRIVATE EDUCATION PRIMARY EDUCATION INEQUALITY ACCESS TO EDUCATION POVERTY |
| spellingShingle |
PRIVATE EDUCATION PRIMARY EDUCATION INEQUALITY ACCESS TO EDUCATION POVERTY Santibanez, Lucrecia Saavedra, Juan E. Bentaouet Kattan, Raja Patrinos, Harry Anthony Comprehensive Private School Model for Low-Income Urban Children in Mexico |
| geographic_facet |
Latin America & Caribbean Mexico |
| relation |
Policy Research Working Paper;No. 8669 |
| description |
In low-income countries, private schools
are perceived as superior alternatives to the public sector,
often improving achievement at a fraction of the cost. It is
unclear whether private schools are as effective in
middle-income countries where the public sector has
relatively more resources. To address this gap, this paper
takes advantage of lottery-based admissions in first grade
for a Mexico City private school that targets and subsidizes
attendance for low-income children. Over three years,
selected students via lottery scored 0.21 standard deviation
higher than those not selected in literacy tests,
corresponding to a normalized gain of one-half of a grade
level every two years. Lottery winners also statistically
outperformed those not selected in math, but the gains were
more modest. Relative to the control group, parents of
selected students were more satisfied with their school and
had higher educational expectations for their children.
Unlike findings from low-income countries, these gains came
at increased cost—twice as much on a per pupil basis
relative to public schools. Additional analyses indicate
gains made by the lowest income students in the sample help
explain the school's impact. This suggests private
schools could bring down persistent achievement gaps in
these countries, but puts into question the validity of
implementation at scale. |
| format |
Working Paper |
| author |
Santibanez, Lucrecia Saavedra, Juan E. Bentaouet Kattan, Raja Patrinos, Harry Anthony |
| author_facet |
Santibanez, Lucrecia Saavedra, Juan E. Bentaouet Kattan, Raja Patrinos, Harry Anthony |
| author_sort |
Santibanez, Lucrecia |
| title |
Comprehensive Private School Model for Low-Income Urban Children in Mexico |
| title_short |
Comprehensive Private School Model for Low-Income Urban Children in Mexico |
| title_full |
Comprehensive Private School Model for Low-Income Urban Children in Mexico |
| title_fullStr |
Comprehensive Private School Model for Low-Income Urban Children in Mexico |
| title_full_unstemmed |
Comprehensive Private School Model for Low-Income Urban Children in Mexico |
| title_sort |
comprehensive private school model for low-income urban children in mexico |
| publisher |
World Bank, Washington, DC |
| publishDate |
2018 |
| url |
http://documents.worldbank.org/curated/en/224651544471608631/Comprehensive-Private-School-Model-for-Low-Income-Urban-Children-in-Mexico http://hdl.handle.net/10986/30991 |
| _version_ |
1764473343213305856 |