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When private beats public: A flexible value-added model with Tanzanian school switchers

By: Brandt, Kasper.
Material type: materialTypeLabelBookPublisher: Economic Development and Cultural Change Description: 72(1), Oct, 2023: p.159-206. In: Economic Development and Cultural ChangeSummary: Despite the increasing popularity of private secondary education in sub-Saharan Africa, little is known about the return. In this paper, I estimate a private school learning premium in Tanzania, using administrative exam records for 635,000 students. I compare secondary school students with their primary school classmates who achieved the same primary school exam scores and control for peer effects and unobserved ability. On average, private schools improve exam scores by 0.54 of a standard deviation in 2 years. A regression discontinuity design suggests that the effect is causal, and subject-specific estimates are all positive but higher for mathematics relative to Kiswahili and English. – Reproduced https://www.journals.uchicago.edu/doi/10.1086/718893
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Articles Articles Indian Institute of Public Administration
72(1), Oct, 2023: p.159-206 Available AR131061

Despite the increasing popularity of private secondary education in sub-Saharan Africa, little is known about the return. In this paper, I estimate a private school learning premium in Tanzania, using administrative exam records for 635,000 students. I compare secondary school students with their primary school classmates who achieved the same primary school exam scores and control for peer effects and unobserved ability. On average, private schools improve exam scores by 0.54 of a standard deviation in 2 years. A regression discontinuity design suggests that the effect is causal, and subject-specific estimates are all positive but higher for mathematics relative to Kiswahili and English. – Reproduced

https://www.journals.uchicago.edu/doi/10.1086/718893

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