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ERIC Number: EJ1448140
Record Type: Journal
Publication Date: 2025-Jan
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: EISSN-1552-3896
Organizational Structure, Instructional Quality, and Student Achievement: The Case of Public and Private Schools
Yusuf Canbolat
Educational Policy, v39 n1 p3-43 2025
Influencing major education policies in the US such as school vouchers and charter schools, market theory assumes that organizational autonomy, parental choice, and competition between schools improve the quality of education. However, whether those policies can influence the instructional core of schools is not well understood. Comparing private and public schools offers an opportunity to examine whether market-oriented assumptions hold in practice. Relying on institutional theory, this study examines whether public and private schools differ in their instructional quality and whether such differences translate into achievement advantages in the US. Using Trends in International Mathematics and Science Study (TIMSS) surveys and achievement data, the study integrates structural equation modeling and propensity score matching to examine the latent construct of instructional quality and mitigate selection bias. Results indicate similar instructional quality in public and private schools explaining comparable student achievement by school type. Barriers to instructional change through market-oriented reforms are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A