The quality of education is determined by whether the school is public or private

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.