The Effect of School Type on Academic Achievement

By David Newhouse, Kathleen G. Beegle. The Journal of human resources, 2006

168 citations recorded by the source corpus.

Using Indonesian data, this paper evaluates the impact of school type on the academic achievement of junior secondary school students (grades 7–9). Public school graduates, after controlling for a wide variety of characteristics, score 0.17 to 0.3 standard deviations higher on the national exit exam than their privately schooled peers. This finding is robust to OLS, fixedeffects, and instrumental variable estimation strategies. Students attending Muslim private schools, including Madrassahs, fare no worse on average than students attending secular private schools. Our results provide indirect evidence that higher-quality inputs at public junior secondary schools promote higher test scores.

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Citations in the corpus

The Growing Phenomenon of Private Tutoring (2008, background): “…selection bias is common in other problems in the education literature, such as estimating whether religious and other private schools yield better student outcomes than public schools do (see for example, Bedi and Garg 2000 and Newhouse and Beegle 2006 for public–private comparisons in Indonesia).”
Student and School Factors Affecting Mathematics Achievement (2009, background): “Schools with specific rules and academic traditions are more likely to have fewer behavioural problems and a greater emphasis on the importance of academic effort and achievement among teachers, students and parents (Newhouse and Beegle, 2006; Opdenakker and van Damme, 2006).”
Low-cost private schools for the poor: what public policy is appropriate (2014, background): “However, contradictory evidence was found in analyses conducted by Fahmi (2009) and Newhouse and Beegle (2006), both of which provided evidence for the relative achievement gains in public schools.”
Learning The Hard Way: The Effect of Violent Conflict on Student Academic Achievement (2019, background): “The second is the large literature on the determinants of academic achievement (see for instance, Angrist and Lavy, 1999; Åslund et al., 2011; Duflo et al. 2011; Goux, and Maurin, 2007; Houtenville and Conway, 2008; Hoxby, 2000; Newhouse and Beegle, 2006; Rivkin et al., 2005).”