School Choice across Different Regions of Spain

  1. Ainhoa Vega-Bayo 1
  2. Petr Mariel 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Hacienda Pública Española / Review of Public Economics

ISSN: 0210-1173

Año de publicación: 2018

Número: 227

Páginas: 11-36

Tipo: Artículo

DOI: 10.7866/HPE-RPE.18.4.1 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Hacienda Pública Española / Review of Public Economics

Resumen

This paper analyses the characteristics that lead parents to choose a particular school for their children in different Spanish regions. This choice is studied taking into account several school and family characteristics. We estimate the probability of parents choosing a particular school using a conditional logit model for different Spanish regions with data from PISA 2012. The main results indicate that the characteristics with the biggest influence on school choice are public/private, location, and reputation. As expected, some characteristics, like a school being private, and its socioeconomic composition, become more relevant as family wealth and parents’ education level increases.

Referencias bibliográficas

  • Alegre, M. À. and Ferrer, G. (2010), “School regimes and education equity: some insights based on PISA 2006”, British Educational Research Journal, 36(3): 433-461.
  • Bagley, C. (2006), “School choice and competition: a public-market in education revisited”, Oxford Review of Education, 32(3): 347-362.
  • Benito, R., Alegre, M. Á. and González, I. (2014), “School educational project as a criterion of school choice: discourses and practices in the city of Barcelona”, Journal of Education Policy, 29(3): 397-420.
  • Benito, R. and González, I. (2007), Processos de segregació escolar a Catalunya [School segregation processes in Catalonia]. Barcelona: Fundació Jaume Bofill.
  • Bifulco, R. and Ladd, H. F. (2006), “School choice, racial segregation, and testscore gaps: Evidence from North Carolina’s charter school program”, Journal of Policy Analysis and Management, 26(1): 31-56.
  • Billingham, C. M. and Hunt, M. O. (2016), “School Racial Composition and Parental Choice: New Evidence on the Preferences of White Parents in the United States”, Sociology of Education, 89(2): 99-117.
  • Brasington, D. M. and Hite, D. (2012), “School choice and perceived school quality”, Economics Letters, 116(3): 451-453.
  • Brunner, E. J., Imazeki, J. and Ross, S. L. (2010), “Universal vouchers and racial and ethnic segregation”, The Review of Economics and Statistics, 92(4): 912-927.
  • Calsamiglia, C. and Güell, M. (2013), “¿Cómo escogen los padres la escuela de sus hijos? teoría y evidencia para España [How do parents chose their children’s schools? Theory and Evidence for Spain]”. Working Paper Series FEDEA, 2013-09.
  • Cebolla-Boado, H., Radl, J. and Salazar, L (2014), Learning and the Life Cycle. Inequality of opportunities from preschool education to adulthood. Colección de Estudios Sociales Obra Social La Caixa, 39.
  • Chiu, M. M. (2010), “Effects of inequality, family and school on mathematics achievement: Country and student differences”, Social Forces, 88(4): 1645-1676.
  • Dahl, G. B. and Lochner, L. (2012), “The impact of family income on child achievement: Evidence from the earned income tax credit”, The American Economic Review, 102(5): 1927-1956.
  • Dávila Balsera, P. (2003), Tres marcos legales en la política educativa del País Vasco: fueros, conciertos y autonomía [Three legal frameworks in the educational policy of the Basque Country]. In P. Dávila Balsera (Ed.), Enseñanza y educación en el País Vasco contemporáneo (pp. 15-38). San Sebastián: Erein
  • Denice, P. and Gross, B. (2016), “Choice, Preferences, and Constraints: Evidence from Public School Applications in Denver”, Sociology of Education, 89(4): 300-320.
  • Escardíbul, J. O. and Villarroya, A. (2009), “The inequalities in school choice in Spain in accordance to PISA data”, Journal of Education Policy, 24(6): 673-696.
  • Feuerstein, A. (2000), “School characteristics and parent involvement: Influences on participation in children’s schools”, The Journal of Educational Research, 94(1): 29-40.
  • Gershoff, E. T., Aber, J. L. and Raver, C. C. (2003), Child poverty in the United States: an evidencebased conceptual framework for programs and policies, in: F. Jacobs, D. Wertlieb and R. M. Lerner (Eds) Handbook of applied developmental science: promoting positive child, adolescent and family development through research, policies and programs (vol. 2) (Thousand Oaks, CA, Sage), 81-136.
  • Guevara, C. A. (2015), “Critical assessment of five methods to correct for endogeneity in discretechoice models”, Transportation Research Part A: Policy and Practice, 82: 240-254.
  • Guevara, C. A. and Ben-Akiva, M. (2006), “Endogeneity in residential location choice models”, Transportation Research Record: Journal of the Transportation Research Board, 1977(1): 60-66.
  • Guevara, C. A. and Ben-Akiva, M. E. (2013), “Sampling of alternatives in logit mixture models”, Transportation Research Part B: Methodological, 58: 185-198.
  • Guevara, C. A. and Polanco, D. (2016), “Correcting for endogeneity due to omitted attributes in discrete-choice models: the multiple indicator solution”, Transportmetrica A: Transport Science, 12(5): 458-478.
  • Green, C. P., Navarro-Paniagua, M., Ximénez-de-Embún, D. P. and Mancebón, M. J. (2014), “School choice and student wellbeing”, Economics of Education Review, 38: 139-150.
  • Harris, D. N., Larsen, M., Harris, D. N. and Larsen, M. F. (2015), What Schools do Families Want (and Why?) Education Research Alliance for New Orleans. Technical Report.
  • Hartas, D. (2011), “Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes”, British Educational Research Journal, 37(6): 893-914.
  • Hastings, J. S., Kane, T. J. and Staiger, D. O. (2005), Parental preferences and school competition: Evidence from a public school choice program (No. w11805). National Bureau of Economic Research.
  • Hausman, C. and Larsen, E. S. (2012), “Students Who Choose and the Schools They Leave: Examining Participation in Intradistrict Transfers”, The Sociological Quarterly, 53: 264-294.
  • Heath, N. (2009), “Veiled and overt school choice: A consideration of the ways in which different forms of school choice affect student experiences”, British Educational Research Journal, 35(4): 539-555.
  • Hughes, M., Wikeley, F. and Nash, T. (1994), Parents and their children’s schools (Oxford, Blackwell).
  • Kimelberg, S. M. and Billingham, C. M. (2012), “Attitudes Toward Diversity and the School Choice Process : Middle-Class Parents in a Segregated Urban Public School District”, Urban Education, 48(2): 198-231.
  • Konstantopoulos, S. (2005), Trends of school effects on student achievement: Evidence from NLS: 72, HSB: 82, and NELS: 92. IZA DP, 1749.
  • Mancebón, M. J., Calero, J., Choi, Á. and Ximénez-de-Embún, D. P. (2012), “The efficiency of public and publicly subsidized high schools in Spain: Evidence from PISA-2006”, Journal of the Operational Research Society, 63(11): 1516-1533.
  • Mancebón, M. J. and Pérez, D. (2007), “Conciertos educativos y selección académica y social del alumnado [Educational concerts and academic and social selection of the students]”, Hacienda Pública Española, (180): 77-106.
  • Mancebón, M. J. and Pérez, D. (2010), Una valoración del grado de segregación socioeconómica existente en el sistema educativo español. Un análisis por comunidades autónomas a partir de PISA 2006 [An evaluation of the existing degree of socioeconomic segregation in the Spanish education system. An analysis by Spanish autonomous regions based on PISA 2006]. Regional and Sectoral Economic Studies, 10(3).
  • McFadden, D. (1974), “Conditional Logit Analysis of Qualitative Choice Behaviour”, Frontiers in Econometrics, 105-142.
  • McFadden, D. (1978), Modeling the choice of residential location. In: Karlquist, Lundqvist, Snickers, Weibull (Eds.), Spatial Interaction Theory and Residential Location. North Holland, Amsterdam, pp. 75-96.
  • OECD (2010), PISA 2009 Results: What Students Know and Can Do.
  • OECD (2012), Programme for International Student Assessment (PISA).
  • OECD (2014a), PISA 2012 Results in Focus: what 15-year-olds know and what they can do with what they know.
  • OECD (2014b), PISA 2012 Technical Report.
  • OECD (2016), PISA 2015 Results in Focus.
  • Rambla, X. (2006), “L’alchimie des aspirations educatives: la confiance dans les mérites scolaires en Espagne [The alchemy of educational aspirations: the confidence on school merits in Spain]”, Régards Sociologiques, 31: 17-34.
  • Rambla, X., Valiente, Ó. and Frías, C. (2011), “The politics of school choice in two countries with large private‐dependent sectors (Spain and Chile): family strategies, collective action and lobbying”, Journal of Education Policy, 26(3): 431-447.
  • Sandy, J. (1992), “Evaluating the public support for educational vouchers: A case study”, Economics of Education Review, 11(3): 249-256.
  • Schneider, M., Elacqua, G. and Buckley, J. (2006), “School choice in Chile: Is it class or the classroom?”, Journal of Policy Analysis and Management, 25(3): 577-601.
  • Schütz, G., Ursprung, H. and Wöbmann, L. (2008), “Education Policy and Equality of Opportunity”, Kyklos, 61(2): 279-308.
  • Spanish Government, Ministry of Education, Culture and Sports (2016), Facts and Figures. School Year 2016/2017. URL: http://www.mecd.gob.es/servicios-al-ciudadano-mecd/estadisticas/educacion/indicadores-publicaciones-sintesis/datos-cifras.html (Last accessed February 2017)
  • Stoddard, C. and Corcoran, S. P. (2007), “The political economy of school choice: Support for charter schools across states and school districts”, Journal of Urban Economics, 62(1): 27-54.
  • Teske, P. and Schneider, M. (2000), “What research can tell policymakers about school choice”, Journal of Policy Analysis and Management, 20(4): 609-631.
  • Train (2009), Discrete Choice Methods with Simulation, Cambridge University Press, New York.
  • Vega-Bayo, A. and Mariel, P. (2015), “School choice in the Basque Country: public, Government-dependent and private schools with different languages of instruction”, International Journal of Educational Research, 74: 13-25.
  • Wooldridge, J. (2010), Econometric Analysis of Cross-Section and Panel Data, Second Edition, MIT Press, Cambridge, MA.