The Effect of School Type on Academic Achievement: Evidence from Indonesia

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.

Bibliographic Details

Main Authors:	Newhouse, David, Beegle, Kathleen
Format:	Policy Research Working Paper biblioteca
Language:	English en_US
Published:	Washington, DC : World Bank 2005-05
Subjects:	ACADEMIC ACHIEVEMENT, ACADEMIC PERFORMANCE, CATHOLIC HIGH SCHOOLS, EDUCATION LEVEL, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL POLICIES, ELEMENTARY SCHOOL STUDENTS, ELEMENTARY SCHOOLS, ENROLLMENT, ENROLLMENT RATES, GRADE REPETITION, HIGH SCHOOLS, HOUSEHOLD SURVEYS, INSTRUCTION, LEARNING, LET, MIDDLE SCHOOLS, MIGRATION, MOTHERS, MOTIVATION, NATIONAL EDUCATION, PAPERS, PARENTS, PRIMARY SCHOOLING, PRIVATE SCHOOLS, PUBLIC SCHOOLS, READING, REPETITION, SAFETY, SCHOLARSHIPS, SCHOOL CENSUS, SCHOOL CHOICE, SCHOOL ENROLLMENT, SCHOOL GRADUATES, SCHOOL LOCATION, SCHOOL PERFORMANCE, SCHOOLING, SECONDARY EDUCATION, SECONDARY SCHOOL STUDENTS, SECONDARY SCHOOLS, SIBLINGS, STUDENT ACHIEVEMENT, TEACHER, TEACHERS, TEST SCORES, TEXTBOOKS, VOUCHERS,
Online Access:	http://documents.worldbank.org/curated/en/2005/05/5796127/effect-school-type-academic-achievement-evidence-indonesia http://hdl.handle.net/10986/8932
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