Public-Private Partnerships in Education: Experimental Evidence

提供教育的公私伙伴关系有可能为中低收入社区提供高质量的教育。然而，大多数关于这种伙伴关系有效性的研究并没有充分控制进入这些PPP学校的学生的学生背景。本研究将学生随机分配到具有丰富学生背景和结果数据的学校，以研究ppp对几种学生结果的有效性。通过抽签将学生随机分配到PPP学校和当地公立学校，使研究人员能够充分控制学生的社会经济背景，从而能够隔离学校类型对结果的影响。研究人员将比较摇号选择进入PPP学校但被分配到公立学校的学生与摇号选择进入PPP学校的学生的结果。研究结果将为美国和全球各国政府设计和实施公私合作伙伴关系提供参考，这些国家的政府希望在低收入环境中扩大高质量教育的供应，并增加高质量人力资本的供应。研究结果还将有助于确立美国在公私伙伴关系方面的全球领先地位，为中低收入社区的学生提供高质量的教育。该项目解决了关于公私合作伙伴关系在提供教育方面的有效性和公平性的两个关键问题。与传统公立学校相比，这些PPP学校是否改善了学生的学习成果？这个问题是通过衡量分配到PPP或传统公立学校的学生的学习进展来解决的，采用由当地学校董事会设立的抽签方式，确保结果的差异是由于学校而不是PPP和非PPP学生之间的系统差异。有关学生特点和作业的行政数据将与来自学生及其家庭的调查数据相结合，包括适当的学习成果测试。考虑到公私合营学校的潜在好处，以及它们为弱势家庭学生提供服务的目标，是什么因素导致家庭选择申请这些学校？这将通过调查面临这一决定的有幼儿的家庭来探讨，提高对公共政策可以扩大和多样化进入有效学校的途径的理解。研究结果将为美国和全球各国政府设计和实施公私合作伙伴关系提供参考，这些国家的政府希望在低收入环境中扩大高质量教育的供应，并增加高质量人力资本的供应。研究结果还将有助于确立美国在公私伙伴关系方面的全球领先地位，为中低收入社区的学生提供高质量的教育。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Public-private partnerships (PPPs) for the provision of education have the potential to provide high quality education to low- and middle-income communities. However, most studies of the effectiveness of such partnerships do not adequately control for student background of students enter these PPP schools. This research combines randomized assignment of students to schools with rich data on both student backgrounds and outcomes to study the effectiveness of PPPs on several student outcomes. The randomized assignment of students chosen through a lottery to a PPP school and a local public school allows the researchers to adequately control for student socioeconomic background hence able to isolate the effects of school type on outcomes. The researchers will compare the outcomes of students chosen by the lottery to attend PPP schools but were assigned to public schools to those of students who did attend a PPP school after being chosen in the lottery. The findings will inform the design and implementation of PPPs in the US and globally where governments wish to expand the supply of high-quality education in low-income settings and increase the supply of high-quality human capital. The research results will also help establish the US as the global leader in PPPs for the provision of high-quality education for students in low- and middle-income communities.This project addresses two key questions regarding the efficacy and equity of PPPs in the provision of education. Do these PPP schools improve student learning outcomes, compared to traditional public schools? This question is addressed by measuring learning progress among students assigned to PPP or traditional public schools using a lottery instituted by the local school board, ensuring that differences in outcomes are due to the schools rather than systematic differences between PPP and non-PPP students. Administrative data on student characteristics and assignments will be combined with survey data from students and their households, including appropriate tests of learning outcomes. Given the potential benefits of PPP schools and their goal of serving students from disadvantaged backgrounds, what factors cause families to choose to apply to them? This will be explored by surveying households with young children who are facing this decision, improving understanding of the ways in which public policies can expand and diversify access to effective schools. The findings will inform the design and implementation of PPPs in the US and globally where governments wish to expand the supply of high-quality education in low-income settings and increase the supply of high-quality human capital. The research results will also help establish the US as the global leader in PPPs for the provision of high-quality education for students in low- and middle-income communities.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.