School Autonomy, Education Quality and Development: an Instrumental Variable Approach

Nicolas Contreras ()
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Nicolas Contreras: Centre d'Economie de la Sorbonne - Paris School of Economics, https://centredeconomiesorbonne.univ-paris1.fr

Documents de travail du Centre d'Economie de la Sorbonne from Université Panthéon-Sorbonne (Paris 1), Centre d'Economie de la Sorbonne

Abstract: In this paper, I manly seek to test the robustness of Hanushek et al.'s (2013) hypothesis, according to which the impact of autonomy in terms of learning outcomes differs across levels of development, being positive for developed countries but not for developing countries. I do so by constructing a school-level measure of autonomy, which I instrument using the distinction between de jure and de facto autonomy, as laid out by Gunnarsson et al. (2009). I also follow them in differentiating between parents participation and school autonomy, thus providing an explanation to their results, in line with the conceptual framework of Hanushek et al. (2013)

Keywords: School autonomy; Parental participation; PISA; Education quality; Developing countries; panel estimation; instrumental variable (search for similar items in EconPapers)
JEL-codes: I21 I28 J24 O15 (search for similar items in EconPapers)
Pages: 36 pages
Date: 2015-02
New Economics Papers: this item is included in nep-edu and nep-ure
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Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:mse:cesdoc:15020

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