Mathematics learning inequality among children of private and public schools

Abstract

In this study, we research the gap in average mathematics learning between the children of private and public schools at two points. We have divided them into two groups on the basis of the type of school they are attending or last attended. We first skim through their various background characteristics at these two points. We then explore these background characteristics and using the threefold Blinder–Oaxaca decomposition, we find that it is the difference in the average endowments between the two which consistently explains the gap in average performance between them. We also find the role of differential impact of the background characteristics on the average learning outcome of children on the first point. The most important and consistent contributor to the endowment effect is the schooling cost and the time allocation on studies. One striking result is the now significant contribution of the gap in average years of schooling which is worrying because these children are from the same age group. We conclude that with the average features and returns of the private school children, the gap in learning between them would have been removed. Moreover, the public school children would have performed better than the private school children.