2016年-世界发展银行全球_Impact_of_Public-Private_Partnerships_on_Private_School_Performance___Evidence_from_a_Randomized_Controlled_Trial_in_Uganda_33页_759kb

Summary of "Impact of Public-Private Partnerships on Private School Performance: Evidence from a Randomized Controlled Trial in Uganda"

Core Content

This paper investigates the impact of a public-private partnership (PPP) program on the performance of low-cost private secondary schools in Uganda. The study is part of a broader effort to expand access to secondary education while maintaining or improving quality, especially in the context of the Universal Secondary Education (USE) program, which was introduced in 2007.

The PPP program, initiated under the USE policy, provides a per-student subsidy to eligible private schools. The subsidy is intended to support non-boarding fees, and participating schools are required to meet certification and quality benchmarks. The study employs a randomized phase-in design to estimate the causal effects of the program on private school performance.

Main Findings

• Enrollment Increase: The program significantly increased enrollment in participating private schools by 35%.
• Student Performance: Students in participating schools had test scores in Math, English, and Biology that were 0.07 to 0.16 standard deviations higher than those in non-participating schools.
• Input Availability: There were modest improvements in the availability of school inputs such as teacher attendance and science laboratories.
• Student Composition: Participating schools showed a positive selection of students from more educationally-favorable backgrounds, suggesting that the program may have attracted better-prepared students.
• Governance: No adverse impacts on school governance were observed, despite increased discussions on teacher and head-teacher salaries.

Key Mechanisms

• Resource Stability: The PPP program increased the stability and level of resources available to schools, which may have contributed to improved student performance.
• Positive Selection: The improved performance is potentially linked to the positive selection of students by households, rather than by schools themselves.
• Competition and Quality: The study suggests that PPPs may improve the quality of education through increased competition, encouraging private schools to enhance their offerings.

Methodology and Data

• Randomization: 100 schools were randomly assigned to either the treatment group (participating in the PPP program in 2011) or the control group (not participating in 2011 but invited to participate starting in 2012).
• Data Collection: Baseline data were collected in December 2010 and April 2011. Follow-up surveys were conducted in July 2011, September 2011, and February 2012.
• Empirical Strategy: The study uses both an intent-to-treat (ITT) model and an instrumental variable (IV) model to estimate the impact of the program. The IV model accounts for the actual implementation of the program, as not all schools received the subsidy immediately.
• Internal Validity: The study confirms that the random assignment resulted in balanced baseline characteristics between treatment and control groups, with only minor differences in teacher absenteeism and reported salaries.

Context and Program Details

• USE Program: The introduction of the USE program led to a 25% increase in secondary school enrollment between 2007 and 2012.
• PPP Eligibility: Private schools eligible for the PPP program were those charging 75,000 UGX per term or less.
• Program Growth: By 2010, 545 private schools were participating, increasing to 874 by the end of 2014.
• Program Impact: The PPP program helped expand access to secondary education and improved the quality of education in participating private schools.

Implications

• Policy Relevance: The study provides evidence that PPPs can effectively support the expansion of education access without compromising quality.
• Equity Considerations: While PPPs may improve access and quality, there are concerns about potential socioeconomic segregation if better-prepared students self-select into high-quality schools.
• Future Research: The findings highlight the need for further research into the long-term effects of PPPs and their broader implications for education systems.

Conclusion

The paper concludes that the PPP program in Uganda had a positive impact on the performance of participating private schools, with improvements in both enrollment and test scores. The results suggest that the program can be an effective tool for expanding education access and improving quality in low-cost private schools. However, the study also raises important questions about the potential for increased socioeconomic segregation and the need for careful monitoring of program implementation and outcomes.