Theme: Educational success
Sunday, Jun 12 2022
The quality of education is determined by whether the school is public or private
Original posted by NereaT26
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Scientific Articles
- Abdulkadiroğlu, A., Angrist, J., & Pathak, P. (2014). The elite illusion: Achievement effects at Boston and New York exam schools. Econometrica, 82(1), 137-196. https://doi.org/10.3982/ECTA10266
Explanation of the Post
Research continues on the differences in academic results between public and private schools. This difference is what marks the discrimination between public and private schools in terms of educational quality. For this reason, different investigations have been carried out over several continuous years to compare the results between one school and another.
All this discussion comes from the quality of education, it does not matter if the educational center is private or public, what matters is the quality of teaching, of the students and of the learning strategies that are taught in the center.
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sí que es verdad que en las escuelas privadas hay un alto nivel de aprendizaje y resultados porque los profesores exigen más a los alumnos y están más encima de ellos. Por otro lado, en los centros públicos, los profesores tienen una mayor formación porque son funcionarios y, en mi opinión, dejan que el alumno tenga más autonomia
Existe un debate sobre si existe más calidad educativa en escuelas privadas o escuelas públicas. En la Universidad de Zaragoza se ha realizado una investigación sobre el análisis de la calidad que reciben estudiantes en centro públicos y privados de enseñanza secundaria. Dichos datos están recogidos mediante un cuestionario hecho por estudiantes que están cursando segundo de bachillerato del curso 2001-2002, pertenecientes a las comunidades autónomas de Aragón, Asturias y Extremadura. Se componen de 15.857 cuestionarios válidos en total.
De esta investigación se concluye que es realmente complejo poder dar una conclusión a esta cuestión, debido a que las investigaciones sobre este tema presentan limitaciones. Entre las limitaciones que existen, unas de ellas son la diversidad de restricciones externas y el modo de gestión de la escuela; cada escuela tiene su propia gestión y valores educativos . Además, se ha identificado para este análisis cuatro factores sobre la opinión de la calidad del servicio educativo: Elementos Tangibles, Contenido y Cumplimiento de la Docencia, Metodología Docente e Interés del Profesorado y Formación íntegra.
El resultado muestra que las valoraciones medias de los factores de la calidad son valoraciones positivas en todos los aspectos. Pero, el tema principal es la diferencia de calidad que existe entre colegios públicos y privados. Se concluye que los colegios privados concertados tienen una mejor valoración positiva que los colegios públicos. Pero, estos resultados son una muestra de percepción que tienen los estudiantes sobre los colegios privados y colegios públicos.
The debate over whether public or private schools provide a better education has been ongoing for decades. While some argue that private schools are generally better due to their smaller class sizes, more resources, and greater flexibility, others contend that public schools are more equitable and inclusive, and therefore provide a better education for all students regardless of their socioeconomic status. However, a 2014 study by Abdulkadiroglu, Angrist, and Pathak adds a new dimension to this debate by analyzing the performance of elite public schools known as “exam schools” in Boston and New York City.
Exam schools are highly selective public schools that admit students based on their academic merit, typically through a competitive entrance exam. These schools are considered to be some of the best public schools in the country, with rigorous academic programs, highly qualified teachers, and a high rate of college admissions among their graduates. However, they are also criticized for being elitist and exclusionary, as they often serve a disproportionate number of high-achieving students from affluent families.
The study by Abdulkadiroglu et al. aimed to investigate whether the academic achievements of students in exam schools were due to the schools themselves, or simply the high-achieving students who attend them. They compared the performance of students who barely made the cut-off score for admission to these schools to the performance of students who just missed the cut-off score and were therefore unable to attend. By comparing these two groups of students, the researchers were able to isolate the effect of attending an exam school on academic achievement.
The results of the study showed that attending an exam school did indeed have a positive effect on academic achievement, with students who barely made the cut-off score for admission performing significantly better than those who just missed it. This effect was particularly pronounced in math, science, and English, and was consistent across both Boston and New York City exam schools.
However, the study also found that the effect of attending an exam school was only evident among students who came from lower-income families. Among students from higher-income families, there was no significant difference in academic achievement between those who attended exam schools and those who did not.
These findings have important implications for the ongoing debate over the quality of education in public versus private schools. While private schools may have certain advantages over public schools in terms of resources and flexibility, the study suggests that elite public schools like exam schools can provide a high-quality education for high-achieving students, particularly those from lower-income families. However, the study also highlights the need to address issues of equity and access in education, as students from higher-income families may still have an advantage in accessing these elite public schools. Overall, the study provides valuable insights into the complex relationship between school type, socioeconomic status, and academic achievement.
Source: Abdulkadiroglu, A., Angrist, J., & Pathak, P. A. (2014). The elite illusion: Achievement effects at Boston and New York exam schools. Econometrica, 82(1), 137-196.