Expanding School Enrollment by Subsidizing Private Schools: Lessons from Bogotá / Claudia Uribe, Richard J. Murnane, John B. Willett, Marie Andrée Somers.

By:

Uribe, Claudia

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Material type: Text

TextSeries: Working Paper Series (National Bureau of Economic Research) ; no. w11670.Publication details: Cambridge, Mass. National Bureau of Economic Research 2005.Description: 1 online resource: illustrations (black and white)Subject(s):

I2 - Education and Research Institutions

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Abstract: Many countries use tax revenues to subsidize private schools. Whether these policies meet social objectives depends, in part, on the relative quality of education provided by the two types of schools. We use data on elementary school students and their teachers in Bogotá, Colombia to examine difference in resource mixes and differences in the relative effectiveness of public and private schools. We find that, on average, the schools in the two sectors are equally effective. However, they produce education using very different resource combinations. Moreover, there are large differences in the effectiveness of schools in both sectors, especially in the private sector. The results of our analysis shed light on the quantity-quality tradeoff that governments in many developing countries face in deciding how to use scarce educational resources.

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October 2005.

Many countries use tax revenues to subsidize private schools. Whether these policies meet social objectives depends, in part, on the relative quality of education provided by the two types of schools. We use data on elementary school students and their teachers in Bogotá, Colombia to examine difference in resource mixes and differences in the relative effectiveness of public and private schools. We find that, on average, the schools in the two sectors are equally effective. However, they produce education using very different resource combinations. Moreover, there are large differences in the effectiveness of schools in both sectors, especially in the private sector. The results of our analysis shed light on the quantity-quality tradeoff that governments in many developing countries face in deciding how to use scarce educational resources.