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ERIC Number: EJ1247776
Record Type: Journal
Publication Date: 2020-Apr
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0038-0407
EISSN: N/A
Does Achievement Rise Fastest with School Choice, School Resources, or Family Resources? Chile from 2002 to 2013
Hofflinger, Alvaro; von Hippel, Paul T.
Sociology of Education, v93 n2 p132-152 Apr 2020
Debates in education policy draw on different theories about how to raise children's achievement. The "school competition" theory holds that achievement rises when students can choose among competing schools. The "school resources" theory holds that achievement rises with schools' resources per student. The "family resources" theory holds that achievement rises as parents become more educated and earn higher incomes. We test all three theories in Chile between 2002 and 2013, when reading and math scores rose by 0.2 to 0.3 standard deviations, as school competition, school resources, and family resources all increased. We compare Chilean municipalities in a difference-in-differences analysis, asking whether test scores rose fastest in municipalities with greater increases in school competition, school resources, or family resources. We find that municipal test scores did not rise with school competition but did rise with family resources (parental education, not income) and, to a smaller extent, with school resources (as measured by class sizes). Results favor the family resource theory, and to a lesser extent the school resource theory, but not the school competition theory.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile
Grant or Contract Numbers: N/A