Heller-Sahlgren_Smart but Unhappy
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Heller-Sahlgren_Smart but Unhappy
LSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy d the wellbeing-efficiency trade-off in educationArticle (Accepted version)(Refereed)Original citation:Heller-Sahlgren, Gabriel (2018) Smart but unhappy: independent-school competition and the wellbeing-efficiency trade-off in education. Economics of Education Review, 62. pp. 66-81. ISSN 0272-7757DO Heller-Sahlgren_Smart but Unhappy I: 10.1016/j.econedurev.2017.10.005©2017 Elsevier Ltd.This version available at: http:/.'eprints.lse.ac,uk.'87452/Available in LSE Research Online: ApHeller-Sahlgren_Smart but Unhappy
ril 2018LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on tLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy rch Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website.T Heller-Sahlgren_Smart but Unhappy his document is the author s final accepted version of the journal article. There may be differences between this version and the published version. YHeller-Sahlgren_Smart but Unhappy
ou are advised to consult the publisher s version if you wish to cite from it.http://eprints.lse.ac.ukSmart but Unhappy;Independent-school CompetitionLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy )AbstractWe study whether independent-school competition involves a trade-off between pupil wellbeing and academic performance. To test this hypothesis, we analyse data covering pupils across the OECD, exploiting historical Catholic opposition to state schooling for exogenous variation in independen Heller-Sahlgren_Smart but Unhappy t-school enrolment shares. We find that independent-school competition decreases pupil wellbeing but raises achievement and lowers educational costs.Heller-Sahlgren_Smart but Unhappy
Our analysis and balancing tests Indicate these findings are causal. In addition, we find several mechanisms behind the trade-off, including more tradLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy codes: 120,133,131■ Department of Social Policy and Centre for Economic Performance, London School of Economics, Houghton Street, WC2A 2AE, London, UK. Email: g.heller-sahlgren@lse.ac.ulc( Research Institute of Industrial Economics, Stockholm, Sweden.? This work was supported by the Economic and So Heller-Sahlgren_Smart but Unhappy cial Research Council [grant number ES/J500070/I] and the Jan Wallander and Tom Hedelius Foundation. The author thanks Sarah Cohodes, Susan Dynarski,Heller-Sahlgren_Smart but Unhappy
Henrik Jordabl, Julian l.e Grand, Olmo Silva, the editor Dinand Webbink, two anonymous referees, and participants at the conference ‘Efficient provisiLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy The extent to which independently-operated schools improve pupil outcomes has become a fiercely debated topic in the economics of education. An important motive behind reforms designed to increase independent-school access, such as vouchers, is that such schools will increase competition and thus ge Heller-Sahlgren_Smart but Unhappy nerate improvements in pupil performance at the system level (e.g. Friedman 1962; I.e Grand 2007; Neal 2002). In the past decades, research has begunHeller-Sahlgren_Smart but Unhappy
to evaluate whether or not this holds true in different contexts.However, the existing literature focuses mostly on academic outcomes. Certainly, suchLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy , 2013; Brunello el al., 2016; Card, 1999; Hanushek et al., 2015; Hanushek and Woessmann, 2012, 2016; Oreopoulos and Salvanes, 2011). But there arc also important non-cognitlve outputs of schooling. These outputs include pupil wellbeing, which has become an increasingly emphasised policy goal in wes Heller-Sahlgren_Smart but Unhappy tern countries, justified by the fact that wellbeing in childhood and adolescence is an Important predictor of risky behaviour, adult wellbeing, and aHeller-Sahlgren_Smart but Unhappy
range of other outcomes (e.g. Carnelro et al., 2007; Frijters et al., 2014; Jones, 2013; Layard et al., 2014; Lévy-Garboua et al., 2006; Takakura et LSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy general wellbeing and behavioural indicators (e.g. Gibbons and Silva, 2011; Huebner and Gilman, 2006; Huebner and Diener, 2008; Huebner el al. 2014; Locke and Newcomb, 2004). Furthermore, it may be easier to positively affect pupil wellbeing and other non-cognilive indicators at school, compared wi Heller-Sahlgren_Smart but Unhappy th cognitive performance (e.g. Heckman and Kautz, 2013; Payton Ct al., 2008).Importantly, however, it is not clear that interventions improving academHeller-Sahlgren_Smart but Unhappy
ic efficiency, in terms of academic output per dollar spent, also have positive effects on wellbeing al school. Progressive pedagogical theory, characLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy ted in policy debates. For example, Public Health England (2014:4) argues: '|P|romoting the health and wellbeing of pupils and students within schools and colleges has the potential to improve their educational1outcomes and their health and wellbeing outcomes’. Yet there is little rigorous empirical Heller-Sahlgren_Smart but Unhappy evidence supporting this assumption. In fact, research suggests that policies improving academic performance also often appear to make learning and sHeller-Sahlgren_Smart but Unhappy
chool life less joyful (e.g. Falch and Ronnlng, 2012; JUrges and Schneider, 2010; Warton, 2001). If this Is the case, policies that raise academic effLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy which are likely to induce stronger focus on academic efficiency, involve such a trade-off. Given the widespread belief in pedagogical and policy circles that wellbeing and academic achievement are positively, and causally, related - as well as the considerable Interest paid to the effects of marke Heller-Sahlgren_Smart but Unhappy t reforms in education in general -this Is an important issue to investigate in its own right.Utilising pupil-level data from the Programme for InternHeller-Sahlgren_Smart but Unhappy
ational Student Assessment (PISA) covering 15-year old pupils across 34 OECD countries, we test our hypothesis by analysing the system-level effects oLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy smann’s (2010) - and use an instrumental-variable (IV) strategy exploiting Catholic resistance to state schooling in the 19th and early 20th centuries to predict enrolment shares in independently-operated schools today. As school secularisation gained ground. Catholics tended to push for access to i Heller-Sahlgren_Smart but Unhappy ndependent schools in countries without Catholicism as state religion. We thus use Catholic population shares in 1900, interacted with an indicator foHeller-Sahlgren_Smart but Unhappy
r whether or not Catholicism was the state religion, as instrument for contemporary independent-school enrolment shares. Controlling for detailed regiLSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition and Heller-Sahlgren_Smart but Unhappy it Is plausible that this variation is exogenous. This Is especially true since we account for a number of other important historical factors affecting the extent to which Catholic resistance did in fact generate higher independent-school competition, and, if It did, the extent to which this competi Heller-Sahlgren_Smart but Unhappy tion has survived to this day. If anything, other research and our analysis suggest the strategy may bias the results against our hypothesis.1 For a dHeller-Sahlgren_Smart but Unhappy
iscussion about the advantages and disadvantages of using international data, see Hanushek and Woessmann (2011).LSETHt London School OF Economics ano Political ScienceLSE Research OnlineGabriel Heller-SahlgrenSmart but unhappy: independent-school competition andGọi ngay
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