Publicly Subsidized Private Schools in Developing Countries: Lessons from Colombia

Claudia Milena Díaz Ríos; Nathalia Urbano Canal

doi:10.14507/epaa.29.5647

Publicly Subsidized Private Schools in Developing Countries: Lessons from Colombia

Título traducido de la contribución: Escuelasprivadas con subsidios públicos en países en desarrollo: Lecciones de Colombia

Claudia Milena Díaz Ríos, Nathalia Urbano Canal

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

3 Citas (Scopus)

Resumen

Las alianzas educativas publico-privadas prometen aumentar el acceso y la calidad de la educación en países en desarrollo cuando éstas tienen el diseño adecuado para dirigir la distribución de estos subsidios a poblaciones focalizadas, la matrícula está controlada centralmente, y las escuelas están sometidas a rendición de cuentas. Este estudio investiga el efecto de las escuelas privadas con subsidios públicos (EPSP) en Colombia —un tipo de alianza publico-privada que sigue estas recomendaciones. Empleamos técnicas de puntaje de pareamiento y regresión para identificar los efectos de las EPSP en el logro académico de los estudiantes, medido a través de las pruebas de Estado. Nuestros resultados indican que las EPSP en Colombia atienden a estudiantes vulnerables muy similares a los atendidos por las escuelas públicas tradicionales (EPT). Sin embargo, los estudiantes en EPSP alcanzan un rendimiento más bajo comparados con los estudiantes de EPT. Nuestra conclusión sugiere que las restricciones en el diseño de lasEPSP pueden prevenir la selección y auto-selección de estudiantes, pero no garantizan el mejoramiento de la calidad para estudiantes provenientes de sectores desaventajados. Así mismo, argumentamos que dichas restricciones en el diseño son insuficientes cuando los proveedores privados son escasos o difíciles de atraer como prestadores de servicio de las poblaciones más desaventajadas

Título traducido de la contribución	Escuelasprivadas con subsidios públicos en países en desarrollo: Lecciones de Colombia
Idioma original	Inglés estadounidense
Número de artículo	34
Publicación	Education Policy Analysis Archives
Volumen	29
DOI	https://doi.org/10.14507/epaa.29.5647
Estado	Publicada - mar. 22 2021

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abstract = "Educational public-private partnerships (EPPPs) promise to increase education access and quality in developing countries, provided they have an adequate design that restricts the distribution of subsidies including targeted programs, centralized controlled enrolment, and accountability. This study investigates the effects of publicly subsidized private schools (PSPS) in Colombia--a type of EPPP program that follows all of these recommendations. We use propensity score and regression techniques to identify PSPS effects on student achievement, measured by national standardized tests. Our results show that Colombian PSPS serve vulnerable students, who are fairly similar to those attending traditional public schools (TPS). Nevertheless, students at PSPS underperform compared to TPS students. Our conclusion suggests that design restrictions may prevent student selection and self-selection, but do not guarantee quality improvement for disadvantaged students at subsidized schools. We also argue that design restrictions for PSPS may not be enough when private providers are scarce or difficult to attract for serving the most disadvantaged population",

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Publicly Subsidized Private Schools in Developing Countries: Lessons from Colombia

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