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1.
Anita van Cuyck‐Remijssen Jaap Dronkers 《School Effectiveness & School Improvement》2013,24(3):211-220
Abstract This paper focuses on the influence of the sector of education (Catholic, Protestant and public) on the success of their pupils in tertiary education and on the labour market in the Netherlands. In the United States Coleman and Hoffer (1987) could hardly find any differences between the job prospects of pupils of private and public schools, but they did find effects of Catholic secondary education on success in tertiary education. In this study, which is based on longitudinal data of a nationally representative cohort of Dutch primary school leavers in 1965, an analogous comparison is made between the success in tertiary education and the job careers of the pupils who attended Dutch Catholic, Protestant or public secondary education. Differences are found between success in tertiary education and on the labour market of those who attended Catholic, Protestant or public Dutch schools. Pupils of public schools enter the university more often than pupils of private schools and pupils of Catholic schools enter the lower valued tertiary vocational education more often than pupils of Protestant or public schools. Significant effects of school sector were only found for those job characteristics which indicate the kind of job (sector of the job, nature of the job) but not for job characteristics which indicate the level of job. Especially pupils of Protestant schools less often have jobs in the administrative‐financial sector and the medical‐social sector than pupils of non‐Protestant schools. They also less often have jobs which have an exact or social nature. These differences in success in tertiary education and on the labour market are not systematically in favour of the private Catholic and Protestant schools. 相似文献
2.
Advocates argue that vouchers can make improved educational opportunity available to disadvantaged students. Critics contend that vouchers increase the risk of stratification. Researchers have found that Chile's voucher program has lead to increased socioeconomic school segregation. What has been overlooked, however, is segregation between schools within a sector and variation within private for-profit and non-profit school sectors. I find that public schools are more likely to serve disadvantaged students than private voucher schools. I also find that disadvantaged students are more segregated among private voucher schools than among public schools. While between and within sector segregation levels vary across private voucher school types, the differences are not always consistent with theory. The data also suggest that policies can either mitigate or exacerbate the stratifying effects of educational vouchers. 相似文献
3.
This paper presents an empirical analysis of the socioeconomic status (SES) school segregation in Chile, whose educational system is regarded as an extreme case of a market-oriented education. The study estimated the magnitude and evolution of the SES segregation of schools at both national and local levels, and it studied the relationship between some local educational market dynamics and the observed magnitude of SES school segregation at municipal level. The main findings were: first, the magnitude of the SES segregation of both low-SES and high-SES students in Chile was very high (Duncan Index ranged from 0.50 to 0.60 in 2008); second, during the last decade, SES school segregation tended to slightly increase in Chile, especially in high schools (both public and private schools); third, private schools – including voucher schools – were more segregated than public schools for both low-SES and high-SES students; and finally, some market dynamics operating in the Chilean education (like privatization, school choice, and fee-paying) accounted for a relevant proportion of the observed variation in SES school segregation at municipal level. These findings are analyzed from an educational policy perspective in which the link between SES school segregation and market-oriented mechanisms in education plays a fundamental role. 相似文献
4.
Some private, religious schools that accept vouchers have been accused of discriminating against certain populations of students through their admissions processes. Discriminating against disfavored groups (e.g., racial minorities, LGBT students, students with disabilities, religious minorities) in voucher programs raises both legal and policy concerns that have not been extensively examined in recent research. Employing legal research methods, this article examines state voucher statutes and discusses the potential for voucher programs to discriminate against marginalized groups. We argue that each state has an obligation to ensure that any benefit it creates must be available to all students on a nondiscriminatory basis—including the benefit of a publicly funded voucher for attendance at a private school. As this review of existing voucher statutes will demonstrate, legislators appear to have neglected to construct policies that safeguard student access and ensure that public funds do not support discriminatory practices. Without additional safeguards, states risk providing public money that can be used to promote discriminatory policies and practices. 相似文献
5.
This paper estimates the impact of private education on the academic achievement of low-income students in Chile. To deal with selection bias, we use propensity score matching to compare the test scores of reduced-fee paying, low-income students in fee-charging private voucher schools to those of similar students in public schools and free private voucher schools. Our results reveal that students in fee-charging private voucher schools score slightly higher than students in public schools. The difference in standardized test scores is approximately 10 points, a test score gain of 0.2 standard deviations. We find no difference in the academic achievement of students in the fee-charging private voucher treatment group relative to their counterparts in free private voucher schools. 相似文献
6.
Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools. 相似文献
7.
The purpose of this paper is to examine how teachers teach and students learn about citizenship education in two faith-based schools in Northern Ireland. The data show that participants in the Catholic school were confident in their own identity; teachers encouraged active engagement with contentious, conflict-related debates and students displayed empathy with other racial and religious groups. In the Protestant school, teachers avoided any reference to identity and conflict and students seemed to have limited knowledge of these issues. The findings emphasise the extent to which separate schools embody the cultural norms prevalent within each of the communities that they serve and reveal the influence which these norms have for teaching and learning about citizenship. 相似文献
8.
This paper studies the effects of an increase in school choice by examining a 2008 reform that made the value of Chile’s (previously flat, universal) school voucher a step function of student income. This policy increased the number of private schools that low income children could access free of charge. I identify the impact of the policy by combining its introduction with variation from a date of birth enrollment cutoff. I show that the differentiated voucher lowered, but only slightly, the probability that students used public schools. Students more likely to move to private schools experienced better school characteristics but no increase in test scores. Further analysis suggests a rise in test scores for students most likely to stay in public schools. These results suggest that the effects of the policy on test scores were caused by responses from public schools, instead of by the re-sorting of students into private schools. 相似文献
9.
10.
Aaron Soviv 《Journal of Jewish Education》2013,79(1):22-31
This article focuses on one aspect of a case study of three congregations (Jewish, Catholic, and Protestant): the structure of the religious education programs. The three institutions were structured in much the same way, and the way they were structured looked like public school. If we have more in common with our neighborhood churches and public schools than we may have thought, the implication for scholarship and policy work in Jewish education is that we would benefit from more comparative work as we seek to produce more comprehensive scholarship, better informed policies, and more satisfying experiences in synagogue-based education. 相似文献
11.
Danielle Blaylock Joanne Hughes Ralf Wölfer Caitlin Donnelly 《British Educational Research Journal》2018,44(4):643-662
While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed. 相似文献
12.
In the post-pillarized society of the Netherlands, formal religious education still is structured according to religious dividing lines. “Religion” in confessional schools is a compulsory subject; in public schools, taking a so-called neutral position with regard to religious traditions, “Religion” is an optional subject (Protestant, Roman Catholic, or Islamic religious education or Humanistic World View Education), taught to pupils on parents’ request. Nowadays, due to processes of modernization, globalization, and individualization, the position of religion in society has changed and subsequently the position of “Religion” as a subject in classes has changed. These days for principals and teachers in public schools it is urgent to reflect on their positionality regarding (religious and secular) worldview education. In this contribution we present our findings from document analysis and from (focus group) interviews with principals, and from observations in public schools, resulting in a plea for “Life Orientation for all” as a compulsory subject in all schools for all pupils. 相似文献
13.
Carol Ferrara 《Religious education (Chicago, Ill.)》2013,108(5):514-530
This research is based on an interview and survey-based case study of an Islamic lycée, a Catholic lycée, and two public lycées in the Ile-de-France region of France. The study investigated whether students in private schools receiving some form of education about religion tend to be more tolerant and demonstrate more religious understanding than students in public schools receiving little to none. The results showed that tolerance and understanding were not necessarily codependent and that a number of other factors seem to have a similarly significant impact on student religious tolerance and understanding as receiving education about religion. 相似文献
14.
Alan Smith 《牛津教育评论》2013,39(4):559-575
A distinctive characteristic of the education system in Northern Ireland is that most Protestant and Catholic children attend separate schools. Following the partition of Ireland the Protestant Churches transferred their schools to the new state in return for full funding and representation in the management of state controlled schools and non-denominational religious instruction was given a statutory place within such schools. The Catholic Church retained control over its own system of voluntary maintained schools, initially receiving only 65% of capital funding; however all grant-aided schools in Northern Ireland are now eligible for full funding of running costs and capital development. This paper highlights the emergence of a small number of integrated schools since the 1980s. Catholic and Protestant parents have come together as the impetus for these schools and this presents an implicit challenge to the status quo of church involvement in the management and control of schools. In practical terms the integrated schools have had to develop more inclusive arrangements for religious education, and legislation that permits existing schools to 'transform' into integrated schools also presents new challenges for the society as a whole. 相似文献
15.
AbstractReligious education always takes place within a cultural context. In recent decades, this context has changed significantly and Catholic schools now engage with a world that is very different from the immediate post-Vatican 2 era. This changed cultural context shapes the views, beliefs and practices of students in Catholic schools. One way of exploring this contextualisation is to describe the worldviews of young people and to discuss some of the major features of these. This paper reports on an ongoing study of students in Catholic schools. It records how they see themselves, their involvement in Church and their religious expression. Results indicate nuanced responses that invite sophisticated analysis of young people and worldview. One clear trend to emerge is the changing perception of students as they progress through the school system. This finding is in accord with a view that describes religious engagement of young people reaching a plateau at a relatively early age. Some of the implications of this study for religious educators in Catholic schools will be drawn out and discussed with a number of recommendation made for practitioners. 相似文献
16.
William H. Jeynes 《Peabody Journal of Education》2013,88(3):305-335
An extensive meta-analysis, including 90 studies, was undertaken on the effects of religious private schools, charter schools, and public schools. The study explores the relationship between each of these school types and student outcomes. Additional analyses were done to determine the strengths and weaknesses of these institutions in a broad sense. The results indicate that attending private religious schools is associated with the highest level of academic achievement among the three school types, even when sophisticated controls are used to adjust for socioeconomic status. Students from public charter schools, however, performed no better than their counterparts in other public schools. Supplementary analyses indicate several ways that educators from religious and public schools can learn from one another. 相似文献
17.
Private school location and neighborhood characteristics 总被引：1，自引：0，他引：1
Using data from Illinois, I examine relationships between the number of private schools and characteristics of the public schools and surrounding population. I find positive, statistically significant relationships between number of private schools in 1998 and public school 3rd grade class size, the percent college educated, and the percent over 55 years of age. I find significant negative relationships between number of private schools and average household income and racial concentration.Looking at private school entry, areas with larger increases in the school-aged population had less entry, and areas with increasing income dispersion experienced greater entry. The results suggest that if a universal education voucher program is introduced, parents in relatively well-educated, racially diverse, and more moderate income areas will likely have greater access to private school options because of more existing private schools in their area. These areas will also likely have more private school entry in response. 相似文献
18.
义务教育阶段公立学校的教育质量一直是包括美国在内的许多国家的问题，美国实施教育券改革带来的外部竞争促使公立学校进行改革，同时也发展了私立学校，是教育领域的双赢政策。 相似文献
19.
The public-private division of responsibility for education 总被引：1，自引：0，他引：1
In this chapter “private” schools are defined as those that were privately founded and are privately managed; they usually have some private funding, although in some cases considerable funding and control come from the government. The size and nature of the private sector is viewed as stemming from excess demand for education due to limited public spending (i.e., these are students who would prefer to use the public schools but are involuntarily excluded and pushed into the private sector); differentiated demand due primarily to cultural heterogeneity (i.e., these are students whose differentiated tastes along religious, linguistic or ethnic lines lead them voluntarily to choose the private sector even if a public school place is available); and the supply of non-profit educational entrepreneurship (e.g., founders who start schools to maximize religious faith or believers, rather than profits) by competing religious organizations. The impact of public policies, including public educational spending and private subsidies, is also considered. 相似文献
20.
美国自1989年威斯康星州通过了全美第一个真正意义上的教育凭证计划以来,逐步形成了"一州两市"为主导的公立教育券格局。2004年,联邦教育券计划获得通过,这是美国教育券史上的一个飞跃。但是,美国公立教育券的推行依旧困难重重。教育券能否改善学业成绩、教育券的"公助私学"以及教育公平等问题仍是争论的焦点和进一步推行的阻力所在。 相似文献