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  1. When and why might choice in public services have intrinsic (dis)value?
    Autor*in: Bhattacharya, Aveek
    Erschienen: [2020]
    Verlag:  Centre for Analysis of Social Exclusion, London School of Economics, London

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    Verlag (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    VS 494
    Fernleihe:
    keine Fernleihe
    Export in Literaturverwaltung   RIS-Format
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: CASEpaper ; 220 (July 2020)
    Schlagworte: choice; intrinsic value; quasi-markets
    Umfang: 1 Online-Ressource (circa 25 Seiten), Illustrationen
  2. Free to improve?
    the impact of free school attendance in England
    Autor*in: Bertoni, Marco; Heller-Sahlgren, Gabriel; Silva, Olmo
    Erschienen: [2023]
    Verlag:  Centre for Economic Performance, London School of Economics and Political Science, London

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    Verlag (kostenfrei)
    Verlag (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    VS 449
    Fernleihe:
    keine Fernleihe
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Discussion paper / Centre for Economic Performance ; no. 1946 (September 2023)
    Schlagworte: school autonomy; quasi-markets; free schools; achievement
    Umfang: 1 Online-Ressource (circa 72 Seiten), Illustrationen
  3. Free to improve?
    the impact of free school attendance in England
    Autor*in: Bertoni, Marco; Heller-Sahlgren, Gabriel; Silva, Olmo
    Erschienen: October 30, 2023
    Verlag:  Research Institute of Industrial Economics, Stockholm, Sweden

    We investigate the impact of attending a free school in England - that is, a new start-up school that enjoys considerable autonomy while remaining in the state sector. We analyse the effects of two secondary free schools with different teaching... mehr

    Zugang:
    Verlag (kostenfrei)
    Verlag (kostenfrei)

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 206
    Fernleihe:
    keine Fernleihe

     

    We investigate the impact of attending a free school in England - that is, a new start-up school that enjoys considerable autonomy while remaining in the state sector. We analyse the effects of two secondary free schools with different teaching philosophies: one follows a "no excuse" paradigm, while the other one adopts a "classical liberal", knowledge-rich approach. We establish causal effects exploiting admission lotteries and a distance-based regression discontinuity design. Both schools have a strong positive impact on student test scores on average. However, we also find heterogeneous effects: the "no excuse" school mostly benefits boys, while the "classical liberal" school mainly benefits White British and non-poor students. Both schools similarly reduce student absences and school mobility. Peer quality, teacher characteristics, and inspectorate ratings cannot fully explain the schools' effectiveness. Instead, a quantitative text analysis of the schools' "vision and ethos" statements shows that the "no excuse" and "classical liberal" philosophies adopted by the two free schools clearly set them apart from the counterfactual schools where rejected applicants enrol, and likely explain their heterogeneous effects.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: IFN working paper ; no. 1476 (2023)
    Schlagworte: school autonomy; quasi-markets; free schools; achievement
    Umfang: 1 Online-Ressource (circa 70 Seiten), Illustrationen