Competition and Student Performance
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Do private schools improve public school quality or increase stratification?
2020, International Journal of Educational DevelopmentCitation Excerpt :Rather, there is some suggestive evidence of stratification as localities with higher private share have a greater gap between private and public school test score outcomes than localities with lower private market penetration. The impact of competition from choice schools on public school outcomes are normally analyzed by conceptualizing student outcomes or school resources as a function of a competition measure (typically, market share, geographic proximity, and concentration indices) (Dee, 1998; Geller et al., 2006; Payne, 2010). The challenge is in determining whether any fluctuations in outcomes are caused by the competition public schools face, and not by other factors such as the existence of more schools in urban markets predisposed to higher outcomes.
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2016, Schools in Transition: Linking Past, Present, and Future in Educational PracticeMyths, beliefs and realities: Public-private competition and program diversification in higher education
2012, Journal of Economic Issues
Abigail Payne is a professor of economics at McMaster University. She is the director of the Public Economics Data Analysis Laboratory and held a Canada Research Chair in Public Economics from 2003 to 2008. Dr. Payne’s research on educational issues includes studies of choice in publicly funded education, the effects of school district consolidation on student performance, and the determinants of successful transitions from high school to university. Dr. Payne has also studied issues in the areas of charitable organizations, political economy, and law and economics.
Dr. Payne received a PhD from Princeton University, a JD from Cornell University, and a BA from Denison University. She has published in top economics and multidisciplinary journals. She is an associate editor at the Economic Journal, a fellow-in-Residence at the CD Howe Institute, and has served on the board of directors of the American Educational Finance Association. Previously, Dr. Payne received a National Academy of Education/Spencer Foundation Postdoctoral Fellowship for her research on higher education issues. She has received research grants from the National Science Foundation, Andrew Mellon Foundation, Social Sciences and Humanities Research Council of Canada, the Canadian Foundation for Innovation, the Joyce Foundation, and the Ontario Innovation Trust.