Hofflinger Alvaro, von Hippel Paul T
Universidad de la Frontera, Temuco, Chile.
University of Texas, Austin, TX, USA.
Sociol Educ. 2020 Apr;93(2):132-152. doi: 10.1177/0038040719899358. Epub 2020 Jan 22.
Debates in education policy draw on different theories about how to raise children's achievement. The theory holds that achievement rises when students can choose among competing schools. The theory holds that achievement rises with schools' resources per student. The theory holds that achievement rises as parents become more educated and earn higher incomes. We test all three theories in Chile between 2002 and 2013, when reading and math scores rose by 0.2 to 0.3 standard deviations, as school competition, school resources, and family resources all increased. We compare Chilean municipalities in a difference-in-differences analysis, asking whether test scores rose fastest in municipalities with greater increases in school competition, school resources, or family resources. We find that municipal test scores did not rise with school competition but did rise with family resources (parental education, not income) and, to a smaller extent, with school resources (as measured by class sizes). Results favor the family resource theory, and to a lesser extent the school resource theory, but not the school competition theory.
教育政策辩论借鉴了关于如何提高儿童学业成绩的不同理论。一种理论认为，当学生能够在相互竞争的学校中进行选择时，学业成绩会提高。另一种理论认为，学业成绩会随着学校的人均资源增加而提高。还有一种理论认为，随着家长受教育程度提高和收入增加，学业成绩会提高。我们在2002年至2013年期间对智利的这三种理论进行了检验，在此期间，随着学校竞争、学校资源和家庭资源的增加，阅读和数学成绩提高了0.2至0.3个标准差。我们在差分分析中比较了智利的各个城市，询问在学校竞争、学校资源或家庭资源增长幅度更大的城市中，考试成绩是否上升得最快。我们发现，城市考试成绩并没有随着学校竞争而提高，但随着家庭资源（父母教育程度，而非收入）以及在较小程度上随着学校资源（以班级规模衡量）而提高。结果支持家庭资源理论，在较小程度上支持学校资源理论，但不支持学校竞争理论。
