The effect of school type on academic achievement, [electronic resource] : evidence from Indonesia

By: Contributor(s): Material type: TextTextSeries: Policy Research Working Paper, no. 3604Publication details: Washington, D. C. World Bank 2005 Description: 44 pSubject(s): DDC classification:
  • 371.26
Summary: "Using data from Indonesia, Newhouse and Beegle to evaluate the impact of school type on academic achievement of junior secondary school students (grades 7-9). Students that graduate from public junior secondary schools, controlling for a variety of other characteristics, score 0.15 to 0.3 standard deviations higher on the national exit exam than comparable privately schooled peers. This finding is robust to OLS, fixed-effects, and instrumental variable estimation strategies. Students attending Muslim private schools, including Madrassahs, fare no worse on average than students attending secular private schools. The results provide indirect evidence that higher quality inputs at public junior secondary schools promote higher test scores. ""--World Bank web site."
List(s) this item appears in: World Bank Working Paper Series
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Item type Current library Item location Shelving location Call number Status Date due Barcode
Books Vikram Sarabhai Library Rack 26-B / Slot 1228 (0 Floor, East Wing) General Stacks 371.26 N3E3 (Browse shelf(Opens below)) Available 162159

Includes bibliographical references.

"Using data from Indonesia, Newhouse and Beegle to evaluate the impact of school type on academic achievement of junior secondary school students (grades 7-9). Students that graduate from public junior secondary schools, controlling for a variety of other characteristics, score 0.15 to 0.3 standard deviations higher on the national exit exam than comparable privately schooled peers. This finding is robust to OLS, fixed-effects, and instrumental variable estimation strategies. Students attending Muslim private schools, including Madrassahs, fare no worse on average than students attending secular private schools. The results provide indirect evidence that higher quality inputs at public junior secondary schools promote higher test scores. ""--World Bank web site."

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