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The effect of school type on academic achievement : evidence from Indonesia

Author: David Newhouse; Kathleen Beegle
Publisher: Washington, D.C. : World Bank, Development Research Group, Poverty Team, [2005]
Series: Policy research working papers, 3604.
Edition/Format:   Print book : International government publication : EnglishView all editions and formats
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,  Read more...
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Additional Physical Format: Online version:
Newhouse, David.
Effect of school type on academic achievement.
Washington, D.C. : World Bank, Development Research Group, Poverty Team, [2005]
(OCoLC)646859379
Material Type: Government publication, International government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: David Newhouse; Kathleen Beegle
OCLC Number: 61287646
Notes: "May 2005"--Cover.
Description: 44 pages : illustrations ; 28 cm.
Series Title: Policy research working papers, 3604.
Responsibility: David Newhouse, Kathleen Beegle.

Abstract:

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.

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