Intra-school competition and student achievement

Within the economics of education literature, numerous studies have investigated the relationship between educational market competition and educational achievement. Educational market competition has been defined as either the availability of vouchers within a community or the number of schools or school districts within the relevant market structure. While these studies have shown that increases in inter-district competition result in increased student achievement, no studies, to our knowledge, have yet investigated the effect of intra-school competition on student achievement. Within this study, a measure of intra-school competition is developed and the findings indicate that increased intra-school competition leads to increased student achievement.     

Competition Among Italian Junior‐Secondary Schools: A Variance‐Decomposition Empirical Analysis

The public economic theory emphasizes the potential role of competition in fostering the performance of educational systems. The rationale for pro‐competitive policies in education (i.e. vouchers, charter schools, tax deductions) is that schools can improve their quality responding to ‘pressures’ from nearby competitors. The objective of this paper is to analyze the potential relationship between (i) competition among schools and (ii) students’ achievement in Italy. While previous studies used OECD‐Pisa data for this purpose, here a new dataset about Italian schools has been employed: about 19,000 students in 150 schools constitute the sample. The reference framework is the idea that the presence of more schools in a certain area, and/or the proportion of students enrolled in private schools, should raise the performance of schools operating in that area through a ‘competition effect’. A multilevel strategy, which allows separating between‐areas variance in achievement scores, is employed. The findings support the view that competition has an impact, albeit little, on students’ achievement, and such competitive pressure is due to the number of schools, no matter if public or private.     

COMPETITION IN PUBLIC SCHOOL DISTRICTS: CHARTER SCHOOL ENTRY,STUDENT SORTING,AND SCHOOL INPUT DETERMINATION

This article develops and estimates an equilibrium model of charter school entry, school input choices, and student school choices. The structural model renders a comprehensive and internally consistent picture of treatment effects when there may be general equilibrium effects of school competition. Simulations indicate that the mean effect of charter schools on attendant students is positive and varies widely across locations. The mean spillover effect on public school students is small but positive. Lifting caps on charter schools would more than double entry but reduce gains for attendant students.     

Could do better: The effectiveness of incentives and competition in schools

This paper studies the effects of incentive mechanisms and of the competitive environment on the interaction between schools and students, in a set-up where the students' educational attainment depends on their peer group, on their effort, and on the quality of the school's teaching. We show that increasing the power of the incentive scheme and the effectiveness of competition may have the counterintuitive effect of lowering the students' effort. In a simple dynamic set-up, where the reputation of the schools affects recruitment, we show that more powerful incentives and increased competition lead to segregation of pupils by ability, and may also determine lower attainment in some schools.     

Selection on performance and tracking

Tracking is widely used in secondary schools around the world. Some countries put more emphasis on the use of performance to place students into tracks (e.g. the Netherlands), while in other countries parents have more influence on the track their child will go to (e.g. Germany). This article examines whether selection into tracks based on performance has an effect on the relation between tracking and student performance and educational opportunities. Using data from the Programme for International Student Assessment for around 185 000 students in 31 countries, different estimation models are compared. The results indicate that a highly differentiated system is best for performance when schools always consider prior performance when deciding on student acceptance. In systems with a few tracks, there is no such impact. Equality of opportunity is best provided for in a system with many tracks when schools always consider prior performance.     

The effects of corruption on the human capital accumulation process: Evidence from Vietnam

This study aims to identify the effects of corruption on the human capital accumulation process in Vietnamese provinces/cities. I employ labour quality assessments of firms as a proxy for human capital and divide human capital accumulation into the following two processes: an educational process and a process through which educational outcomes and worker training transform into labour quality. The estimation results have some notable implications for the Vietnamese context. Corruption has both negative and positive effects on human capital. On the one hand, corruption reduces the positive effect of local government spending on educational achievements and worsens labour quality. On the other hand, the prevalence of corruption in provinces/cities increases the advantages of local schools in the competition to obtain funds from the central government; hence, corruption enhances educational achievements in those regions. The results of this study indicate that corruption adversely affects human capital overall.     

Strategic quality choice and charter schools

Proponents of Charter schools argue that competition will improve the educational outcomes of both Charter and public students. A model of quality choice has been used to examine this claim. With capacity constraints, there is an equilibrium in which the Charter school offers a higher quality which the public school will not match. Competition from Charter schools may therefore have only modest effects on public school quality, if any.     

Institutions,quality competition and public service provision: The case of public education

This paper contributes to the literature on integovernmental competition in two ways. First, the institutional setting within which public services are delivered is analyzed with respect to the impact on the quality of services provided. Previous studies have measured competition only in terms of governmental structure, ignoring the issue of service quality and the potential for differentiating local governmental jurisdictions along quality dimensions. Second, the outcome of competition is defined in terms of service quality. Previous studies generally have measured the outcome of competition by examining the fiscal effects of fragmentation and accountability through service costs or tax revenue impacts. School districts were used to empirically test quality competition. Student academic performance was modeled as a function of control variables and the degree of competition from neighboring school districts. Academic performance in public schools was positively associated with the performance of neighboring districts, although the effect was small. These findings, however, suggest that strategies to strengthen interjurisdictional competition may be useful in enhancing public service quality.     

农村小学教育投人影响因素的实证研究——以河北省各县为例

本文从中国教育财政分权的视角探讨农村小学教育投入的影响因素，选取河北省2007年136个县的财政和教育数据，选择能全面反映财政能力与财政需要的一系列指标，考察这些指标与农村小学教育投入的相关性。研究结果表明，现行的财政转移支付政策并没有给予地方政府足够的激励，农村小学教育经费出现“挤出效应”，并就此提出相关的政策建议。     

Sorting and inequality in Canadian schools

A student's peers are often thought to influence his or her educational outcomes. If so, an unequal distribution of advantaged and disadvantaged students across schools (“sorting”) in a community will amplify existing inequalities. This paper explores the relationship between the degree of sorting across schools within a community and educational inequality as measured by the variance of standardized high school exam scores within the community. Cross-sectional OLS estimates suggest that the variance of test scores is related to sorting by ethnicity, but not to sorting by income or parental education. We then implement two strategies for addressing endogeneity in the degree of sorting: a standard unobserved effects (first-difference) approach, and a first-difference/instrumental variables approach in which the structure of school choice (number and relative size of schools) is used to construct instruments for the degree of sorting. The results from both approaches indicate that the variance of test scores is related to sorting by home language and parental education, but not to sorting by income. Our results also suggest that reducing sorting would have little effect on inequality of outcomes in the typical Alberta community, but would have substantial effects in the larger cities.     

The effect of school resources on educational attainment: evidence from Denmark

We investigate the effect of school inputs in primary and lower secondary schools on the probability of eventually passing upper secondary or vocational education. Danish administrative register data for a large number of young people and their parents are used. Educational outcome and controls for family background are measured at the individual level, whereas school expenditure and controls for municipal socioeconomic characteristics are measured at the municipal level. As unobserved characteristics may be correlated for pupils within the same municipality, we estimate linear probability and logit models with random municipal‐specific effects in addition to standard OLS and logit models. With the full sample of pupils and the full set of controls, we find that expenditure per pupil has a statistically significant, but rather small, positive effect on educational attainment. Effects of teacher–pupil ratios are less significant. The expenditure effects are generally higher for pupils from disadvantaged backgrounds.     

Compulsory schooling laws and school crime

Extensive literature demonstrates that compulsory schooling laws improve educational attainment, well-being, civic involvement, and labour market outcomes. However, at-risk youth incapacitated to schools may impact the learning environment and school safety. The purpose of this article is to study whether raising the minimum dropout age (MDA) requirement above 16 increases crime committed within US public high schools. A difference-in-difference estimation exploits changes in state-level MDA laws over time and indicates that schools in states that raise their MDA requirement to 18 incur more overall crime relative to schools in states that do not, while no effect on overall crime is identified when the MDA requirement is raised to 17. Furthermore, these effects persist for 4 years after passage and more intensely in metropolitan areas. Coupling this research with existing literature suggests that when the MDA requirement is raised to 18, only a small portion of the observed reduction in juvenile crime is displaced to schools. Analysis by category of crime reveals schools incur more physical attacks, no change in illegal drug and property crimes, and fewer violent crimes in states that raise their MDA requirement to 18, while illegal drug crimes increase in states that raise their MDA requirement to 17.     

Measuring heterogeneity in the returns to education using an education reform

In this paper, we explore the impact of a mandatory education reform as well as pre-reform availability of schools above the mandatory level, on educational attainment and returns to education in Norway. We contribute to the existing literature by focusing on the heterogeneity of the impact of reforms. Our results indicate that increased compulsory education from seven to nine years increased the general level of education beyond the compulsory education. We also find that the effect of family background on educational attainment was weaker after the reform. The average treatment effect on returns to education is surprisingly high for education of intermediate duration. This means that increasing the general level of education potentially generates high returns in the form of wages. We also find that the effect of treatment on the treated on the returns to education is 1-4 percentage points higher than the average treatment effect.     

School vouchers in practice: competition will not hurt you

Since the introduction of school vouchers in 1992, independent and public schools in Sweden operate on equal terms. We analyze the effects of competition on the public schools using data on the results of 28,000 ninth graders. Because the decision on which school to attend is a choice variable, sample selection models are used. To account for the potential endogeneity of the share of students attending independent schools, we use instrumental variable estimation. We also estimate panel data models on 288 Swedish municipalities. Our findings support the hypothesis that school results in public schools improve due to competition.     

CHARTER SCHOOL COMPETITION AND ITS IMPACT ON EMPLOYMENT SPENDING IN MICHIGAN'S PUBLIC SCHOOLS

This paper seeks to determine how competition from charter schools affects a broad range of employees including instructors, administrators, and support personnel. Three empirical models are estimated utilizing a panel data from Michigan: a fixed effect model, a fixed effect model with lagged dependent variable, and an instrumental variable model. The key findings are that when a school district faces competition from charter schools they spend a larger percentage on instructors (most likely most of this is going toward teachers and not teacher aides), while spending a smaller percentage on employees that support instructors. The models seem to imply that the increased spending on teachers may not be reflected in a salary increase. (JEL H52, H75, I21, I22)     

Mortgage lending,monetary policy,and prudential measures in small euro‐area economies: Evidence from Ireland and the Netherlands

This paper examines whether the increased use of macroprudential policies since the global financial crisis has affected the impact of (euro‐area and foreign) monetary policy on mortgage lending in Ireland and the Netherlands, which are both small open economies in the euro area. Using quarterly bank‐level data on domestic lending in both countries for 2003–2018, we find that restrictive euro‐area monetary policy shocks reduce the growth of mortgage lending. We find evidence that stricter domestic prudential regulation mitigates this effect in Ireland, but not so in the Netherlands. There is some weak evidence for an international bank lending channel that can be mitigated by stricter lender‐based domestic prudential regulation.     

Do schools compete with each other? Empirical evidence from Jakarta,Indonesia

This 2015 cross-sectional study tested whether the level of competition affected the national test scores of senior high schools in Jakarta. We measured the level of competition using the Herfindahl-Hirschman Index (HHI) and a gravity-based school competition index for the number of enrolled students. We found that schools’ national exam scores were positively associated with the level of competition. Furthermore, this competition was better explained by physical proximity than by administrative boundaries. However, public schools did not benefit from the competition.     

SME performance in transition economies: The financial regulation and firm-level corruption nexus

Using a general equilibrium endogenous growth model we explain underperformance in the small and medium enterprise sector as an effect of corruption and non-competitive banking. Limited competition in the banking sector causes a high loan-deposit spread, worsens the initial effect of corruption, and depresses growth. Fostering bank competition, for instance, by allowing foreign bank entry, would be a simple solution to this problem, but frequently, authorities choose to hamper bank competition. Therefore, we explain the persistence of non-competitive banking as a result of governments’ regulatory choice. If the government has a stake in the banking sector there exists a trade-off between current benefits from bank profits and future growth. Firm-level corruption affects intertemporal optimization and distorts the government’s choice towards more restrictive regulation, i.e., less bank competition, even if the deciding institution itself is not corrupt. These results show that the two prominent problems for small and medium enterprises, corruption and finance, are mutually reinforcing.     

INTEGRATION AND UTILIZATION OF PUBLIC EDUCATION RESOURCES IN REMOTE AND HOMOGENOUS AREAS: A CASE STUDY OF THE UPPER PENINSULA OF MICHIGAN

This article adopts the nonradial Russell measure in the context of data envelopment analysis to measure the relative efficiency of public education in the Upper Peninsula of Michigan, a geographically remote but homogenous region. The empirical analysis focuses on the effect of community characteristics on the schools efficiency by using school district–level data. Several different forms of model specifications in the stage of data envelopment analysis are executed to check the robustness of the findings by adopting extreme-bound analysis and thick modeling approach. Interestingly, despite the homogeneity of the Upper Peninsula, wide differences in the efficiency of education are found. These differences are robust as to model specification, suggesting that efficiency studies might be a useful guide for policy makers. Community factors such as income and educational levels, obtained from the census data by school district, are introduced in the second stage because they will influence the efficiency of the schools and the technology by which schools help students learn. Median family income is the most important explanatory variable, whereas the median value of housing is insignificant. In addition, private school enrollments are unrelated to the efficiency of public education, contrary to what many advocates of private schools have contended. These findings help understand education efficiency, having policy implications for education-oriented states such as Michigan. (JEL I2 , N3 , H52 )     

A new approach to measuring competition in the loan markets of the euro area

This article is the first that applies a new measure of competition, the Boone indicator, to the banking industry. This approach is able to measure competition of bank market segments, such as the loan market, whereas many well-known measures of competition can consider the entire banking market only. Like most other model-based measures, this approach ignores differences in bank product quality and design, as well as the attractiveness of innovations. We measure competition on the lending markets in the five major EU countries as well as, for comparison, the UK, the US and Japan. Our findings indicate that over the period 1994–2004 the US had the most competitive loan market, whereas overall loan markets in Germany and Spain were among the best competitive in the EU. The Netherlands occupied a more intermediate position, whereas in Italy competition declined significantly over time. The French, Japanese and UK loan markets were generally less competitive.