Public-Private Partnerships in Education: Experimental Evidence

提供教育的公私伙伴关系有可能向低收入和中等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学校的学生的背景。本研究将学生随机分配到学校，并结合丰富的学生背景和成绩数据来研究购买力平价对几种学生成绩的有效性。通过抽签将学生随机分配到一所PPP学校和一所当地公立学校，研究人员可以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。研究人员将比较被抽签选中但被分配到公立学校的学生和被抽签后进入PPP学校的学生的结果。这些发现将为美国和全球各国政府希望在低收入环境中扩大高质量教育供应和增加高质量人力资本供应的购买力平价计划的设计和实施提供参考。研究结果还将帮助美国在为低收入和中等收入社区的学生提供高质量教育方面确立美国作为购买力平价全球领导者的地位。这个项目解决了关于购买力平价在提供教育方面的有效性和公平性的两个关键问题。与传统的公立学校相比，这些PPP学校是否提高了学生的学习效果？解决这一问题的办法是，使用当地学校董事会制定的抽签办法，衡量被分配到PPP学校或传统公立学校的学生的学习进度，确保结果的差异是由于学校，而不是PPP学生和非PPP学生之间的系统差异。关于学生特征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，包括对学习结果的适当测试。鉴于PPP学校的潜在好处以及他们服务弱势背景学生的目标，是什么因素导致家庭选择向他们申请？将通过对面临这一决定的有年幼子女的家庭进行调查来探索这一点，增进对公共政策如何扩大和多样化进入有效学校的方式的了解。这些发现将为美国和全球各国政府希望在低收入环境中扩大高质量教育供应和增加高质量人力资本供应的购买力平价计划的设计和实施提供参考。研究结果还将帮助美国成为为低收入和中等收入社区的学生提供高质量教育的购买力平价方面的全球领导者。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.