000			03843nam a22004812u 4500
001			50035
003			BD-RjUL
005			20211209075440.0
008			160823s1995 xxu ||| b ||| ||eng d
020			_a9780821334799
020			_a0821334794
035			_a(BD-RjUL)50155
040			_aericd _beng _cericd _dMvI
041			_aeng
082			_223 _a373.1724 _bJIP 1995
091			_amfm
100	1		_aJimenez, Emmanuel. _9149953
245	1	0	_aPublic and Private Secondary Education in Developing Countries : _bA Comparative Study. World Bank Discussion Papers No. 309 / _cEmmanuel Jimenez and Marlaine E. Lockheed.
260			_a[Washington, D.C.] : _bDistributed by ERIC Clearinghouse, _c1995.
300			_a139 p. : _bill. ; _c35 cm.
500			_aAvailability: The World Bank, 1818 H Street, N.W., Washington, DC 20433. _5ericd
500			_aERIC Note: Other contributors were Donald Cox, Eduardo Luna, Vicente Paqueo, M. L. de Vera, and Nongnuch Wattanawaha. _5ericd
520			_aThis monograph summarizes the results of a World Bank research project that compared private and public secondary school costs and achievement in five developing countries--Columbia, the Dominican Republic, the Philippines, Tanzania, and Thailand. All the case studies address the question: Would a high school student, selected at random from the general student population, perform better in a public or private school? In the absence of experimental data, the studies compare students' performance on standardized tests in a cross-section of public and private schools. Student background, motivation, innate ability, and prior performance are controlled through the use of various statistical techniques. The report also compares the costs of public and private schools. The principal findings include: (1) although students in private schools come from more privileged families than those in public schools, on average, there is a significant overlap between the two groups; (2) with student background and selection bias held constant, students in private schools out-perform students in public schools on a variety of achievement tests; (3) unit costs of private schools are lower than those of public schools; and (4) private schools are organized for greater school-level decision making and emphasis on enhancing student achievement; this seems to affect the mix of inputs that private versus public schools choose. Implications for policy include: (1) over-restrictive regulations on private schools may be suppressing an efficient way to provide education; (2) in some cases, governments could encourage greater private sector participation in education; and (3) public schools could emulate at least some of the teaching and administrative practices of their private counterparts. Contains numerous tables throughout the document and 66 references. (EH)
650	1	7	_aAcademic Achievement. _2ericd _9149518
650	1	7	_aComparative Education. _2ericd _9149954
650	1	7	_aCross Cultural Studies. _2ericd _9149955
650	1	7	_aDeveloping Nations. _2ericd _9132755
650	0	7	_aDevelopment. _2ericd _9149956
650	0	7	_aForeign Countries. _2ericd _9149957
650	0	7	_aGlobal Education. _2ericd _9149958
650	0	7	_aPrivate Schools. _2ericd _9149959
650	0	7	_aPublic Schools. _2ericd _9149960
650	1	7	_aSecondary Education. _2ericd _9149961
650	0	7	_aSocial Science Research. _2ericd _9149962
653	0		_aColombia _aDominican Republic _aPhilippines _aTanzania _aThailand
655		7	_aInformation Analyses. _2ericd _9149970
655		7	_aReports, Research. _2ericd _9149971
700	1		_aLockheed, Marlaine E., _eauthor. _9149965
710	2		_aWorld Bank, Washington, DC. _9149966
856	4	1	_uhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED398122
942			_2ddc _cBK
999			_c50035 _d50035