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School choice, student performance, and teacher and school characteristics : the Chilean case

Author

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  • Vega, Emiliana

Abstract

The author explores how schools change in response to increased competition generated by voucher programs in Chile. A unique data set provides information on teacher demographics and labor market characteristics, as well as teachers'perceptions of school management. When teacher data are matched with school-level data on student achievement using a national assessment data set (SIMCE), some teacher and school characteristics affect student performance, but a great deal of unexplained variance among sectors remains important in predicting student outcomes. Teacher education, decentralization of decisionmaking authority, whether the school schedule is strictly enforced, and the extent to which teachers have autonomy in designing teaching plans and implementing projects all appear to affect student outcomes. Interestingly, teacher autonomy has positive effects on student outcomes only when decisionmaking authority is decentralized.

Suggested Citation

  • Vega, Emiliana, 2002. "School choice, student performance, and teacher and school characteristics : the Chilean case," Policy Research Working Paper Series 2833, The World Bank.
    • Handle: RePEc:wbk:wbrwps:2833
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    References listed on IDEAS

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    Citations

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    Cited by:

    1. Ludger Wossmann, 2010. "Families, schools and primary-school learning: evidence for Argentina and Colombia in an international perspective," Applied Economics, Taylor & Francis Journals, vol. 42(21), pages 2645-2665.
    2. Harry Anthony Patrinos, 2013. "Private education provision and public finance: the Netherlands," Education Economics, Taylor & Francis Journals, vol. 21(4), pages 392-414, September.
    3. David Tobón Orozco & Héctor Mauricio Posada Duque & Paul Ríos, 2009. "Determinants of the performance of the schools in Medellín in the high-school graduation-year test (ICFES)," Grupo Microeconomía Aplicada 048, Universidad de Antioquia, Departamento de Economía.
    4. Victoria Gunnarsson & Peter F. Orazem & Mario A. Sánchez & Aimee Verdisco, 2009. "Does Local School Control Raise Student Outcomes? Evidence on the Roles of School Autonomy and Parental Participation," Economic Development and Cultural Change, University of Chicago Press, vol. 58(1), pages 25-52, October.
    5. Bellei, Cristián, 2009. "Does lengthening the school day increase students' academic achievement? Results from a natural experiment in Chile," Economics of Education Review, Elsevier, vol. 28(5), pages 629-640, October.
    6. Loenardo Letelier Saavedra, 2004. "Decentralising the public sector: Fiscal Decentralisation as a Mechanism to Modernise the State - Truths and Myths," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 2(1), pages 15-20, October.
    7. Hernandez-Zavala, Martha & Patrinos, Harry Anthony & Sakellariou, Chris & Shapiro, Joseph, 2006. "Quality of schooling and quality of schools for indigenous students in Guatemala, Mexico, and Peru," Policy Research Working Paper Series 3982, The World Bank.
    8. Ludger Woessmann, 2006. "Public-Private Partnership and Schooling Outcomes across Countries," CESifo Working Paper Series 1662, CESifo.

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