Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/282519 
Erscheinungsjahr: 
2023
Schriftenreihe/Nr.: 
CESifo Working Paper No. 10831
Verlag: 
Center for Economic Studies and ifo Institute (CESifo), Munich
Zusammenfassung: 
We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality.
Schlagwörter: 
autonomous schools
student achievement
school segregation
JEL: 
I21
I24
J15
Dokumentart: 
Working Paper
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