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Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/10419/19126
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DC FieldValueLanguage
dc.creatorWoessmann, Ludger-
dc.date2006-
dc.date.accessioned2013-10-16T07:03:02Z-
dc.date.available2013-10-16T07:03:02Z-
dc.date.issued2013-10-16-
dc.identifierhttp://hdl.handle.net/10419/19126-
dc.identifierppn:510018866-
dc.identifier.urihttp://koha.mediu.edu.my:8181/xmlui/handle/10419/19126-
dc.descriptionThe paper provides a comparative analysis of the association between student achievement and public-private partnerships (PPPs) in schooling across countries. Student-level data from the PISA international achievement test provides information on the public-private character of both operation and funding of each tested school. Across countries, public operation is associated with lower student outcomes, but public funding with better student outcomes. Thus, systems of PPPs that combine private operation with public funding do best among all possible operation-funding combinations, while PPPs that combine public operation with private funding do worst. The advantage of private operation is particularly strong in countries with large shares of public funding.-
dc.languageeng-
dc.publisher-
dc.relationCESifo working papers 1662-
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
dc.subjectI20-
dc.subjectH52-
dc.subjectH42-
dc.subjectL33-
dc.subjectddc:330-
dc.subjectBildungsniveau-
dc.subjectSchule-
dc.subjectPrivatschule-
dc.subjectPublic-Private Partnership-
dc.subjectSchätzung-
dc.subjectWelt-
dc.titlePublic-private partnership and schooling outcomes across countries-
dc.typedoc-type:workingPaper-
Appears in Collections:EconStor

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