Journal articles: 'Public and private schooling'

1

Williams, Trevor, and Peter G. Carpenter. "Private Schooling and Public Achievement." Australian Journal of Education 34, no. 1 (April 1990): 3–24. http://dx.doi.org/10.1177/000494419003400101.

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James, Thomas. "Totality in Private and Public Schooling." American Journal of Education 97, no. 1 (November 1988): 1–17. http://dx.doi.org/10.1086/443910.

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Belfield, Clive R. "Modeling school choice: A comparison of public, private-independent, private-religious and home-schooled students." education policy analysis archives 12 (June 29, 2004): 30. http://dx.doi.org/10.14507/epaa.v12n30.2004.

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U.S. students now have four choices of schooling: public schooling, private–religious schooling, private–independent schooling, and home-schooling. Of these, home-schooling is the most novel: since legalization across the states in the last few decades, it has grown in importance and legitimacy as an alternative choice. Thus, it is now possible to investigate the motivation for home-schooling, relative to the other schooling options. Here, we use two recent large-scale datasets to assess the school enrollment decision: the first is the National Household Expenditure Survey (1999), and the second is micro-data on SAT test-takers in 2001. We find that, generally, families with home-schoolers have similar characteristics to those with children at other types of school, but mother’s characteristics – specifically, her employment status – have a strong influence on the decision to home-school. Plausibly, religious belief has an important influence on the schooling decision, not only for Catholic students, but also those of other faiths.

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Mavisakalyan, Astghik. "Immigration, Public Education Spending, and Private Schooling." Southern Economic Journal 78, no. 2 (October 2011): 397–423. http://dx.doi.org/10.4284/0038-4038-78.2.397.

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Toma, Eugenia Froedge. "Public Funding and Private Schooling across Countries." Journal of Law and Economics 39, no. 1 (April 1996): 121–48. http://dx.doi.org/10.1086/467345.

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Williams, Trevor, and Peter Carpenter. "Private schooling and public achievement in Australia." International Journal of Educational Research 15, no. 5 (January 1991): 411–31. http://dx.doi.org/10.1016/0883-0355(91)90022-k.

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Gambell, Trevor J., and Dennis J. Sumara. "Private Readings in Public: Schooling the Literary Imagination." Canadian Journal of Education / Revue canadienne de l'éducation 21, no. 4 (1996): 474. http://dx.doi.org/10.2307/1494903.

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Andreoli, Francesco, Giorgia Casalone, and Daniela Sonedda. "Public education provision, private schooling and income redistribution." Journal of Economic Inequality 16, no. 4 (July 24, 2018): 553–82. http://dx.doi.org/10.1007/s10888-018-9393-y.

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Dorn, Sherman. "Public-Private Symbiosis in Nashville Special Education." History of Education Quarterly 42, no. 3 (2002): 368–94. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00003.x.

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The conventional historiography describing a strict public-private divide in United States schooling is misleading. The standard story claims that public schooling was a fuzzy concept 200 years ago; the division between public and private education for children thus developed largely over the nineteenth century. In the early nineteenth century, public funds went to many private schools and even large private systems, such as the New York Public School Society. In some instances, public funds went to parochial education, either explicitly or as part of an arrangement to allow for diverse religious instruction using public funds. However, the nineteenth century witnessed growing division between public and private, largely excluding religious education (or at least non-Protestant religious education). By the end of the nineteenth century, the standard educational historiography suggests, public schools meant public in several senses: funded from the public coffers, open to the public in general, and controlled by a public, democratically controlled process. Tacit in that definition was a relatively rigid dividing line between public and private school organizations. Historians know that this implicit definition of “public” omits key facts. First, the governance of public schools became less tied to electoral politics during the Progressive Era. Public schooling in nineteenth-century cities generally meant large school boards, intimately connected with urban political machines. By the 1920s, many city school systems had smaller boards in a more corporate-like structure. The consolidation of small rural school districts in the first half of the twentieth century completed this removal of school governance from more local politics. A second problem with the definition above is unequal access to quality education (however defined). Historically, the acceptance of all students was true only in a limited sense, either in access to schools at all (with the exclusion of many children with disabilities) or, more generally, to the resources and curriculum involved in the best public schooling of the early twentieth century (as with racial segregation).

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Labaree, David F. "Public schools for private gain." Phi Delta Kappan 100, no. 3 (October 22, 2018): 8–13. http://dx.doi.org/10.1177/0031721718808257.

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Eminent historian David Labaree describes a gradual shift, over the last two centuries, in Americans’ beliefs and attitudes about the goals of public education. At its founding, our school system was designed mainly to serve the public good, conceived at the time as an effort to create a unified citizenry. By the early 20th century, the schools were understood to serve the public good by developing human capital. More recently, though, the public aims of schooling have faded from view, as Americans have come to see education mostly as a private resource.

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Levin, Ben. "How Much Private Schooling is Bad for the Public?" Phi Delta Kappan 94, no. 6 (March 2013): 72–73. http://dx.doi.org/10.1177/003172171309400620.

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Farah, Iffat, and Sadaf Rizvi. "Public?Private Partnerships: Implications for Primary Schooling in Pakistan." Social Policy & Administration 41, no. 4 (August 2007): 339–54. http://dx.doi.org/10.1111/j.1467-9515.2007.00557.x.

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Brasington, David M. "Private Schools and the Willingness to Pay for Public Schooling." Education Finance and Policy 2, no. 2 (April 2007): 152–74. http://dx.doi.org/10.1162/edfp.2007.2.2.152.

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Households pay a premium to live in houses assigned to high quality public schools, and the housing market yields information about the demand for public school quality. The current study estimates a two-stage house price hedonic emphasizing the role that private schools play in the willingness to pay for public school quality. The elasticity of house prices with respect to public school quality is 0.15, and 0.04 with respect to private school quality. The price elasticity of demand for public schooling is −1.72, with an income elasticity of 0.31. Public and private schools are substitutes, with a cross-price elasticity of 0.32. A school choice program that reduced private school tuition by 10 percent would reduce the willingness to pay for public school performance by 1.9 percent. The magnitude of the results generally varies markedly between large and small houses, with large houses more responsive to public and private schooling variables.

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LEVINSON, MEIRA. "Liberalism Versus Democracy? Schooling Private Citizens in the Public Square." British Journal of Political Science 27, no. 3 (July 1997): 333–60. http://dx.doi.org/10.1017/s0007123497000173.

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Greene, Jay P., and Ian Kingsbury. "The Relationship Between Public and Private Schooling and Anti-Semitism." Journal of School Choice 11, no. 1 (January 2, 2017): 111–30. http://dx.doi.org/10.1080/15582159.2016.1270143.

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Swift, Adam. "How not to defend private schools." Think 2, no. 6 (2004): 7–12. http://dx.doi.org/10.1017/s1477175600002736.

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Private education, and whether or not it is morally defensible, is currently a focus of public debate. Here, Adam Swift explains why he believes some of the popular justifications for private schooling just won't do.

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GREEN, FRANCIS, JAKE ANDERS, MORAG HENDERSON, and GOLO HENSEKE. "Private Benefits? External Benefits? Outcomes of Private Schooling in 21st Century Britain." Journal of Social Policy 49, no. 4 (October 30, 2019): 724–43. http://dx.doi.org/10.1017/s0047279419000710.

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AbstractPolicy discourse surrounding Britain’s unusually well-resourced private schools surrounds their charitable status and their relationship with low social mobility, but informative evidence is scarce. We present estimates of the extent to which private and external benefits at age 25 are associated with attendance at private school in England in the 21st century. We find a weekly wage premium of 17 percent, and a 12 percentage point lower chance of downward social mobility. By contrast, private schooling is not significantly associated with participation in local voluntary groups, unpaid voluntary work, or charitable giving and fundraising; this finding casts doubt on claims that private schools deliver ‘public benefit’ in this way.

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Yasmeen, Kausar, Hasan Mujtaba, and Ezatollah Abbasian. "Preferences of Households for Schooling." International Journal of Industrial Marketing 1, no. 2 (September 10, 2011): 111. http://dx.doi.org/10.5296/ijim.v1i1.950.

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This paper examines the parent’s presences of private versus public schooling of their children as an outcome of different family size parent’s characteristics, child’s characteristics and school characteristics which are further divided into more subcategories such as income of parents, medium of instruction of school, locality education, age of child, and adult’s members of family so these are the main areas to find out the results. Households are of pivotal importance in educational outcomes of any country because no matter what the government planes so the key decision comes from households. Probit model has used for estimating effect of all these mentioned attributes on school presence by using analysis. Data has been collected from Multan, Taunsa Shareef and DG of Pakistan. We conclude that there is strong preference for private schools not only in the higher income class but economic class particularly in urban areas. It has been observed that income and education of parents and school characteristics such as medium of instruction especially and the positive attributes in school presence, so this attribute is towards private schooling economically well off parents and educated parents prefer higher schooling standards for their spring off. Child characteristics have varied impact over school presence whereas family size has negative relation with the school presence towards private schooling.

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Langouet, Gabriel, and Alain Leger. "Public and private schooling in France: an investigation into family choice." Journal of Education Policy 15, no. 1 (January 2000): 41–49. http://dx.doi.org/10.1080/026809300286006.

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Tooley, James, Pauline Dixon, and Isaac Amuah. "Private and Public Schooling in Ghana: A Census and Comparative Survey." International Review of Education 53, no. 4 (May 23, 2007): 389–415. http://dx.doi.org/10.1007/s11159-007-9042-3.

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Haseeb Khan, Bisma, and Sahar Amjad Shaikh. "Analyzing the Market for Shadow Education in Pakistan: Does Private Tuition Affect the Learning Gap between Private and Public Schools?" LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 129–60. http://dx.doi.org/10.35536/lje.2013.v18.isp.a6.

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Over the past decade, Pakistan has seen the rapid growth of a third sector in education: shadow education. According to the Annual Survey of Education Report (2013), 34 percent of private school students and 17 percent of public school students undertake private tuition in Punjab. Anecdotal evidence suggests that private tuition has a positive impact on learning outcomes. Keeping this in view, it is possible that private tuition, rather than a difference in schooling quality, is driving the observed learning gap between public and private schools? This study employs a fixed-effects framework, using panel data from the Learning and Educational Achievement in Punjab Schools (LEAPS) survey, to quantify the impact of private tuition on learning outcomes in public and private schools. We analyze the demand and supply dynamics of the shadow education market in Punjab, and find that private tuition has a positive significant effect on learning outcomes, specifically for public school students. For English, much of the learning gap between public and private schools is explained by the higher incidence of private tuition among private school students, but this is not the case for mathematics and Urdu. We also find that private tuition is predominantly supplied by private school teachers, but that they do not shirk their regular class hours to create demand for their tuition classes, as is normally believed. On the demand side, private tuition acts as a substitute for receiving help at home. Moreover, it supplements formal education rather than substituting for low-quality formal schooling.

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Jha, Nikhil, and Cain Polidano. "Long-Run Effects of Catholic Schooling on Wages." B.E. Journal of Economic Analysis & Policy 15, no. 4 (October 1, 2015): 2017–45. http://dx.doi.org/10.1515/bejeap-2014-0108.

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Abstract Previous studies have linked Catholic schooling to higher academic achievement. We add to the literature on Catholic schooling by examining its effect on long-term wages in Australia, independent of effects on academic achievement. Using panel data from the Household Income and Labour Dynamics Australia (HILDA) survey and fixed effects estimation, we find that during the prime-age of a career, wages for Catholic school graduates progress with labor market experience at a greater rate, on average, than wages for public school graduates. Importantly, we find no evidence to suggest that these benefits are peculiar to Catholic schooling, with similar benefits estimated for graduates of independent private schools. These findings suggest that private schooling may be important in not only fostering higher academic achievement but also in better preparing students for a working life.

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Teese, Richard. "Scholastic power and curriculum access: public and private schooling in postwar Australia." History of Education 24, no. 4 (December 1995): 353–67. http://dx.doi.org/10.1080/0046760950240406.

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McEwan, Patrick J. "Public subsidies for private schooling: A comparative analysis of Argentina and Chile." Journal of Comparative Policy Analysis: Research and Practice 4, no. 2 (June 2002): 189–216. http://dx.doi.org/10.1080/13876980208412678.

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Gradstein, Mark, and Moshe Justman. "The political economy of mixed public and private schooling: A dynamic analysis." International Tax and Public Finance 3, no. 3 (July 1996): 297–310. http://dx.doi.org/10.1007/bf00418946.

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Figlio, David, and Jens Ludwig. "Sex, Drugs, and Catholic Schools: Private Schooling and Non-Market Adolescent Behaviors." German Economic Review 13, no. 4 (December 1, 2012): 385–415. http://dx.doi.org/10.1111/j.1468-0475.2012.00572.x.

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AbstractThis study examines the effects of private schooling on adolescent non-market behaviors. We control for differences between private and public school students by making use of the rich set of covariates available with our NELS micro-dataset. We also employ an instrumental-variables strategy that exploits variation across metropolitan areas in the costs that parents face in transporting their children to private schools, which stem from differences in the quality of the local transportation infrastructure. We find evidence to suggest that religious private schooling reduces involvement in the most consequential risky behaviors such as teen sexual activity, arrests, and use of hard drugs (cocaine), but not drinking, smoking and marijuana use.

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Ahmed, Hamna, and Sahar Amjad Sheikh. "Determinants of School Choice: Evidence from Rural Punjab, Pakistan." LAHORE JOURNAL OF ECONOMICS 19, no. 1 (January 1, 2014): 1–30. http://dx.doi.org/10.35536/lje.2014.v19.i1.a1.

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The objective of this study is to understand why parents in rural areas of Punjab, Pakistan, choose to send their children to private schools when free public schools are available. The study utilizes the Privatization in Education Research Initiative (PERI) school choice dataset compiled by the Lahore School of Economics in collaboration with the Punjab Bureau of Statistics. These data provide rich information on parents’ perception of their child’s school relative to alternative schools he or she could have attended. The findings suggest that parents’ perceptions play an important role in school choice. In particular, their perceptions of school quality and employment opportunities emerge as key determinants of private school choice. Additionally, expenditure on and access to private schooling relative to public schooling as well as the socioeconomic status of the household have a significant impact on parents’ probability of choosing a private school for their child.

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Anderson, Don. "The Interaction of Public and Private School Systems." Australian Journal of Education 36, no. 3 (November 1992): 213–36. http://dx.doi.org/10.1177/000494419203600302.

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The balance of the public and private school sectors in Australia is unstable and, if present trends continue, the function of public schooling will become primarily that of a safety net for the residue of children not catered for by the private sector. The trends include a set of processes which are affecting the nature and quality of education in all schools. Under the different environments of public and private schools there are unequal exchanges across the public-private boundary—for example, of bright and motivated pupils and of influential and articulate parents. The process fuels its own momentum as remaining pupils and parents experience the problems caused by an unrepresentative clientele. The problems inherent in Australia's particular arrangement have been recognised in a number of official reports since the early 1970s. Proposals for reform have not yet gained support from private school interest groups and have therefore not been attractive to governments.

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Wong, Ting-Hong. "Education and National Colonialism in Postwar Taiwan: The Paradoxical Use of Private Schools to Extend State Power, 1944–1966." History of Education Quarterly 60, no. 2 (May 2020): 156–84. http://dx.doi.org/10.1017/heq.2020.25.

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After World War II, the colonial rule imposed by the Kuomintang (KMT) in Taiwan was symbiotically connected with its project of nation building. This project of “national colonialism” initially spurred the KMT to build an extensive public education system and to marginalize private schools. Financial concerns after 1954, however, forced the KMT to allow more private schools to open. As the role of private schools expanded, the state limited their resources and required that they follow state curricula, leading many private schools to come under the control of agents tied to the regime. Thus, schools that the colonizers initially sought to subdue ended up spreading ideologies that served the KMT. The case of Taiwan provides a perspective on colonialism and private schooling that suggests that private schooling under national colonialism differed from that under nonnational forms of colonial rule.

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Khan, Muhammad Jehangir. "School Quality and Parental Schooling Decisions for Their Children: Public and Private Schools in Rural Pakistan." Pakistan Development Review 58, no. 2 (June 1, 2019): 177–202. http://dx.doi.org/10.30541/v58i2pp.177-202.

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This study uses the Pakistan Rural Household Survey 2004-5 (PRHS), a rich set of households and school data, to examine parents’ schooling decision in rural Pakistan. Nested logit regressions are used to quantify the determinants of child school attendance. The analysis confirms that the greater the number of schools (public or private) in the local communities the higher is the attendance. Lower school attendance of boys seems to be the outcome of lower school quality more than it is for girls. A marginal increase in school quality correlates with increased school attendance in government schools more than in private schools. Nearly all school quality variables including control for number of schools in a community stand insignificant for girls. This shows that other factors might be of more importance than school quality of local schools for girl’s low attendance in rural Pakistan. Besides, parental education, especially mother’s education, and household income have strong positive impact on child school attendance. The greater the number of children in the household the lower is the child school attendance. Credit constraint seems not to be problematic as the estimated effect is statistically insignificant. The size of landholding seems to be important only in the case of girls schooling. JEL Classification: I21, I25, D13, C25 Keywords: Demand for Schooling, Public Education, Private Education, Pakistan

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Singhal, Karan, and Upasak Das. "Revisiting the Role of Private Schooling on Children Learning Outcomes: Evidence from Rural India." South Asia Economic Journal 20, no. 2 (July 31, 2019): 274–302. http://dx.doi.org/10.1177/1391561419853678.

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In the view of increasing preference of private schooling in India, this article assesses its impact on learning outcomes for rural children from 8 to 11 years. Despite earlier attempts to study the issue, this article stands out in two ways. Firstly, it addresses the problems arising because of non-random selection of children attending private schools. Secondly, it also presents an all-India estimate unlike most studies which have dealt largely with few states. Our results show the performance of children attending private school to be significantly better than those from public schools. This difference is evident among ‘low-fee’ private schools as well. However the private schooling premium differ across regions and groups, and there are several other concerns regarding affordability, access and segregation which require further deliberation and debate. JEL: I2, I21, I28

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Temperman, Jeroen. "Parental Rights in Relation to Denominational Schooling under the European Convention on Human Rights." Religion and Human Rights 12, no. 2-3 (October 7, 2017): 142–52. http://dx.doi.org/10.1163/18710328-12231133.

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Abstract Whereas the bulk of Article 2 Protocol i cases concerns aspects of the public-school framework and curriculum, this article explores Convention rights in the realm of denominational schooling. It is outlined that the jurisprudence of the Strasbourg Court generally strongly supports the rights of parents not to send their child to state-organized schools and hence to establish or avail of private, denominational schooling instead. In this area of private schooling, the Strasbourg Court could build a stronger body of jurisprudence against discriminatory funding policies. The Court is right in seeing no state duty to fund denominational schools, but where intricate funding policies serve to privilege the state or dominant religion and their schools, at the disadvantage of minority religion schools, the Court should come into action.

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Budría, Santiago. "Schooling and the distribution of wages in the European private and public sectors." Applied Economics 42, no. 8 (March 2010): 1045–54. http://dx.doi.org/10.1080/00036840701721109.

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Patrinos, Harry Anthony, Cristobal Ridao-Cano, and Chris Sakellariou. "A note on schooling and wage inequality in the public and private sector." Empirical Economics 37, no. 2 (September 10, 2008): 383–92. http://dx.doi.org/10.1007/s00181-008-0236-8.

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Hemming, Peter J. "The Place of Religion in Public Life: School Ethos as a Lens on Society." Sociology 45, no. 6 (October 27, 2011): 1061–77. http://dx.doi.org/10.1177/0038038511416148.

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The place of religion in the English education system has always been an issue of debate, ever since the establishment of universal schooling around the turn of the 20th Century. Such questions have often focused on the extent to which religion should be viewed as a public or private affair, and hence whether or not it should have a role in state schooling. This article presents qualitative research that examines the role of religion in the ethos of two different schooling models and the associated construction of state institutional space and home/civic space in each. Drawing on Davie’s (2007) concept of ‘vicarious religion’, the article highlights the continued presence of certain types of religious and spiritual manifestations in the public sphere. In so doing, it contributes to wider debates about secularization and the role of religion in modern liberal democracies.

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Lingard, Bob, Peter O'Brien, and John Knight. "Strengthening Australia's Schools through Corporate Federalism?" Australian Journal of Education 37, no. 3 (November 1993): 231–47. http://dx.doi.org/10.1177/000494419303700302.

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The federal policy document, ‘Strengthening Australia's schools’ (SAS), signified a new approach to commonwealth—state relations in schooling policy making—corporate federalism. Corporate federalism extended the application of neocorporatist strategies for managing and responding to crisis (here, in particular, Australia's worsening national and international economic situation) from the private to the public sector This paper documents and evaluates the rationale for corporate federalism in SAS. Some possible future developments within federalism and schooling policy are also considered.

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Liu, Junyan, and Mark Bray. "Private Subtractory Tutoring: The Negative Impact of Shadow Education on Public Schooling in Myanmar." International Journal of Educational Development 76 (July 2020): 102213. http://dx.doi.org/10.1016/j.ijedudev.2020.102213.

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Moura, Ralf Luis de, Teresa Cristina Janes Carneiro, Taciana De Lemos Dias, and Bruno Silva Oliveira. "Traços de personalidade de gerentes de projetos: diferenças de conhecimentos, experiência profissional e setor de atuação." Revista de Administração da UFSM 12, no. 4 (November 27, 2019): 767. http://dx.doi.org/10.5902/1983465922096.

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This study aims to verify if there is any difference in the personality traits of Project Managers with different professional backgrounds – training, experience, and business sector (public or private). Using as theoretical basis the Big Five personality traits, this research was conducted with 244 Project Managers who work in Brazil. The results of tests of mean differences between groups showed that Project Managers with more experience have the trait agreeableness more pronounced than managers with less experience, while Project Managers with more schooling have a higher Conscientiousness, Openness to Experience, and Emotional Stability than Managers with less schooling. Project Managers who work in the public and private sectors showed different personality traits between themselves, and only for agreeableness no significant difference was found. These findings may contribute to the targeting of selection and training policies and the development of interpersonal and technical skills for this professional.

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Allatt, Patricia. "Consuming Schooling: Choice, Commodity, Gift and Systems of Exchange." Sociological Review 44, no. 1_suppl (May 1997): 163–82. http://dx.doi.org/10.1111/j.1467-954x.1996.tb03440.x.

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Schooling is a relational good, its consumption founded in social reciprocities. A qualitative study of the purchase and use of schooling by three middle class families challenges the view of identity formation as a project of individual self-realization. Traversing the public domain of the quasi-market of education and the private domain of the family, schooling switches from commodity to gift, entering the associated systems of commodity exchange and moral reciprocities. The tailoring to parental ends of the education offered by schools, and the co-labour of consumption within the household in the form of homework, shaped young people's identity, colonized and reproduced the family.

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Shakeel, M. "Islamic Schooling in the Cultural West: A Systematic Review of the Issues Concerning School Choice." Religions 9, no. 12 (November 28, 2018): 392. http://dx.doi.org/10.3390/rel9120392.

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Increased Muslim immigration and conversion to Islam have influenced the rise of Islamic schools in western nation-states. Islamic schools are both formal and informal. This paper summarizes literature on Islamic schooling in the cultural west with respect to three policy-relevant issues: (1) the purpose and nature of Islamic schooling; (2) parental wishes; and (3) the quality of Islamic schooling. The initial search process resulted in 12,535 articles, 81 of which inform the current review. The review reveals a variation in education policy issues in which some countries fund private Islamic schools and others provide Islamic religious instruction in public schools. The review discusses potential solutions to address parental wishes and improve the quality of Islamic schooling. Based on the reviewed literature, the review suggests guidelines for future research.

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Angrist, Joshua, Eric Bettinger, Erik Bloom, Elizabeth King, and Michael Kremer. "Vouchers for Private Schooling in Colombia: Evidence from a Randomized Natural Experiment." American Economic Review 92, no. 5 (November 1, 2002): 1535–58. http://dx.doi.org/10.1257/000282802762024629.

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Colombia used lotteries to distribute vouchers which partially covered the cost of private secondary school for students who maintained satisfactory academic progress. Three years after the lotteries, winners were about 10 percentage points more likely to have finished 8th grade, primarily because they were less likely to repeat grades, and scored 0.2 standard deviations higher on achievement tests. There is some evidence that winners worked less than losers and were less likely to marry or cohabit as teenagers. Benefits to participants likely exceeded the $24 per winner additional cost to the government of supplying vouchers instead of public-school places.

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Schumm, Walter R. "Homeschooling in Kansas: A Further Exploratory Study." Psychological Reports 74, no. 3 (June 1994): 923–26. http://dx.doi.org/10.2466/pr0.1994.74.3.923.

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In a previous exploratory study of homeschooling in Kansas by McGraw, Bergen, and Schumm (1993), it was observed that homeschooling families had large numbers of children ( M = 3.8). Based on a list of homeschooling families from a community homeschooling organization within the state of Kansas, homeschooling families had a large number of children ( M = 3.5) and were associated with a variety of Protestant denominations. It appears that perceptions of homeschooling as a threat to public education are probably misplaced as the over-all percentage of children being homeschooled in Kansas relative to those in public and private schools probably does not exceed two percent. However, homeschooling may represent a less financially expensive alternative to private schooling for large families and may compete more directly with religious private schools than with public schools.

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Khan, Aamir, and Himayatullah Khan. "RETURN TO SCHOOLING FOR PUBLIC AND PRIVATE SECTOR HIGHER EDUCATION INSTITUTIONS OF KHYBER PAKHTUNKHWA-PAKISTAN." International Journal of Economics and Financial Issues 10, no. 4 (July 10, 2020): 125–31. http://dx.doi.org/10.32479/ijefi.10004.

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Psacharopoulos, George. "The private cost of public schooling: household and community financing of primary education in Cambodia." International Journal of Educational Development 20, no. 5 (September 2000): 433. http://dx.doi.org/10.1016/s0738-0593(00)00017-1.

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Coyne, Geoffrey. "The Private Costs of Public Schooling: Household and Community Financing of Primary Education in Cambodia;." Economics of Education Review 20, no. 3 (June 2001): 305–6. http://dx.doi.org/10.1016/s0272-7757(00)00034-0.

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Unterhalter, Elaine. "Connecting the private and the public: pregnancy, exclusion, and the expansion of schooling in Africa." Gender and Education 25, no. 1 (January 2013): 75–90. http://dx.doi.org/10.1080/09540253.2012.742218.

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Murray, Thomas J. "Public or private? The influence of immigration on native schooling choices in the United States." Economics of Education Review 53 (August 2016): 268–83. http://dx.doi.org/10.1016/j.econedurev.2016.04.003.

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Moreira, Naiara Ferraz, Rosely Sichieri, Michael Eduardo Reichenheim, Alessandra Silva Dias de Oliveira, and Gloria Valeria da Veiga. "The associations of BMI trajectory and excessive weight gain with demographic and socio-economic factors: the Adolescent Nutritional Assessment Longitudinal Study cohort." British Journal of Nutrition 114, no. 12 (October 1, 2015): 2032–38. http://dx.doi.org/10.1017/s0007114515003712.

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AbstractAssessing changes in adolescents’ BMI over brief periods could contribute to detection of acute changes in weight status and prevention of overweight. The objective of this study was to analyse the BMI trajectory and the excessive weight gain of Brazilian adolescents over 3 years and the association with demographic and socio-economic factors. Data regarding the BMI of 1026 students aged between 13 and 19 years were analysed over 3 consecutive years (2010, 2011 and 2012) from the Adolescent Nutritional Assessment Longitudinal Study. Linear mixed effects models were used to assess the BMI trajectory according to the type of school attended (public or private), skin colour, socio-economic status and level of maternal schooling by sex. Associations between excessive weight gain and socio-economic variables were identified by calculation of OR. Boys attending private schools (β coefficient: 0·008; P=0·01), those with white skin (β coefficient: 0·007; P=0·04) and those whose mothers had >8 years of schooling (β coefficient: 0·009; P=0·02) experienced greater BMI increase than boys and girls in other groups. Boys in private schools also presented higher excessive weight gain compared with boys attending public schools (P=0·03). Boys attending private schools experienced greater BMI increase and excessive weight gain, indicating the need to develop specific policies for the prevention and reduction of overweight in this population.

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Hoxby, Caroline M. "Does Competition Among Public Schools Benefit Students and Taxpayers?" American Economic Review 90, no. 5 (December 1, 2000): 1209–38. http://dx.doi.org/10.1257/aer.90.5.1209.

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Tiebout choice among districts is the most powerful market force in American public education. Naive estimates of its effects are biased by endogenous district formation. I derive instruments from the natural boundaries in a metropolitan area. My results suggest that metropolitan areas with greater Tiebout choice have more productive public schools and less private schooling. Little of the effect of Tiebout choice works through its effect on household sorting. This finding may be explained by another finding: students are equally segregated by school in metropolitan areas with greater and lesser degrees of Tiebout choice among districts. (JEL H70, I20)

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Marilou, Ioakimidis, Choustoulakis Emmanouil, and Papakonstantinou George. "Does Private High School Attendance Affect Preferred University Track Choice? A Research Perspective." Studies in Business and Economics 15, no. 3 (December 1, 2020): 36–44. http://dx.doi.org/10.2478/sbe-2020-0043.

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Abstract Studies in different countries comparing the quality of education in private and public schools have used a variety of measurement methods to determine educational quality and findings have been mixed. For the unique situation of Greece, the variable of student admission to the Greek university system, depending on whether the student’s secondary education was in the public or the private system, provides an apt outcome variable to measure relative educational quality. We provide estimates of the effect of private secondary schooling in Greece on students’ admission to their preferred university academic department, using data from nationwide surveys conducted identically in 2000 and 2015. This repeated-measures research design allowed us to compare the same set of factors between the two administrations, thus examining for the stability or change of their contribution over time. Our final sample consisted of 4740 secondary school students. We used a weighted questionnaire to investigate the effect of private schooling on the trajectory to university. In our empirical model, a multinomial logistic regression was performed to classify subjects based on values of a set of predictor variables. Results indicate that attending a private high school offers secondary education students a significantly higher probability of stepping successfully into an academic department of higher relevance to their academic preferences and future career expectations. We also find that private high school education significantly minimizes the efforts required for a student to enter a desirable university department. Positive correlations between the attendance of private high school education and demographic attributes of both students and their families were also found. Research and policy recommendations are included.

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Journal articles on the topic 'Public and private schooling'

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