The Public-Private Debate: School Sector Differences in Academic Achievement from Grade 3 through Grade 9?

2020 ◽  
Author(s):  
Sally A. Larsen ◽  
Alexander Forbes ◽  
Callie Little ◽  
Simon Alaba ◽  
William Coventry
Keyword(s):  
Private Schools ◽  
Private School ◽  
Government Policies ◽  
Growth Trajectories ◽  
School Students ◽  
The Public ◽  
Prior Achievement ◽  
Grade 3 ◽  
High Level ◽  
Similar Growth

This study examined whether differences in literacy and numeracy achievement were related to attendance at public or private schools in a sample of 2762 Australian students in grades 3, 5, 7 and 9. Private school students outperformed their public school counterparts in grades 7 and 9, but the small differences disappeared after socioeconomic status and prior achievement were included as covariates. No advantage of attendance at private schools was evident in grades 3 and 5. An exploratory longitudinal analysis showed that students in both school sectors have similar growth trajectories in reading and numeracy from grade 3 through 9. Neoliberal government policies that support the continued high level of investment in private schools in Australia and elsewhere are discussed.

scholarly journals Assessing the knowledge and attitude of elementary school students towards environmental issues in Rawalpindi

2021 ◽  
Vol 15 (1) ◽  
pp. 5-21
Author(s):  
Nadia Rehman ◽  
Wenlan Zhan ◽  
Muhammad Saifullah Khalid ◽  
Mussarat Iqbal ◽  
Amir Mahmood
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Private Schools ◽  
Private School ◽  
Environmental Issues ◽  
School Students ◽  
Public And Private ◽  
The Public ◽  
Knowledge And Attitudes ◽  
Knowledge And Attitude

Educational institutions need to increase their efforts in the modern era of Education for Sustainable Development (ESD) to educate their students for a sustainable future. Teachers and curriculum is the key ingredient to educate children and teenagers to be leaders of tomorrow in protecting the environment. This quantitative study was conducted to examine elementary school students' knowledge and attitudes towards environmental issues in Rawalpindi. The environment is directly and indirectly affected by humanity. The environment is getting polluted day by day due to which it becomes difficult to live in such a massive environment. To achieve this, there is a need to develop knowledge and attitudes in each individual. For this purpose, the population of the study consisted of all the public and private schools of the Rawalpindi. A hundred students of the ten schools, five public and five private schools of Rawalpindi, were taken as a sample for data collection. To check the attitudes of students' the questionnaire-based Relevance of Science Education (ROSE) Project was used to measure a student's attitudes and to measure the knowledge of students' self-made knowledge assessment test was used to collect the data from 7thgrade students'. The study examined the knowledge and attitude of elementary school students in public and private schools. The study also checked and compared students' knowledge and attitudes in public and private schools of Rawalpindi. Data was analyzed on SPSS software; Cross tabulation and chi-square were used to check students' knowledge. The Independent t-test was used to measure the attitudes of students. The results indicated no significant difference between government and private school students' knowledge and attitudes. Private school students' had slightly more knowledge than public school students but this difference was not significant. The public and private school students had a positive attitude towards environmental issues. Students owned environmental problems and were highly motivated to solve these problems. They were agreed to take action for the betterment of the future. As a result, sustainable development from elementary school to university necessitates a paradigm shift in our educational systems. Indeed, a sustainable way of life is impossible to achieve without a proper education system that teaches our youth how to integrate sustainability principles into their daily lives and work. Significant progress has been made in integrating environmental values into current curricula, developing new approaches and producing educational content for effective EE implementation in both programmes, since it was a government initiative to integrate environmental concepts into established curricula, devise different approaches and prepare training materials for ef Teacher teaching is therefore important in both Pakistani education systems to improve vital thinking skills and to react positively to the world about potential Pakistanis.

CONSUMO DE ALIMENTOS PROCESSADOS E ULTRAPROCESSADOS POR ESCOLARES DE ARROIO DO TIGRE, RS

2018 ◽  
Vol 7 (1) ◽  
pp. 157-164
Author(s):  
Rubiane Inara Wagner ◽  
Patrícia Molz ◽  
Camila Schreiner Pereira
Keyword(s):  
Public School ◽  
Nutritional Status ◽  
Private School ◽  
Food Habits ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private ◽  
The Public ◽  
Cereal Bars

O objetivo deste estudo foi comparar a frequência do consumo de alimentos processados e ultraprocessados e verificar a associação entre estado nutricional por adolescentes do ensino público e privado do município de Arroio do Tigre, RS. Trata-se de um estudo transversal realizado com adolescentes, com idade entre 10 e 15 anos, de uma escola pública e uma privada de Arroio do Tigre, RS. O estado nutricional foi avaliado pelo índice de massa corporal. Aplicou-se um questionário de frequência alimentar contendo alimentos processados e ultraprocessados. A amostra foi composta por 64 adolescentes com idade média de 12,03±1,15 anos, sendo 53,1% da escola pública. A maioria dos adolescentes encontravam-se eutróficos (p=0,343), e quando comparado com o consumo de alimentos processados e ultraprocessados, a maioria dos escolares eutróficos relataram maior frequência no consumo de balas e chicletes (50,0%) e barra de cereais (51,0%), de 1 a 3 vezes por semana (p=0,004; p=0,029, respectivamente). Houve também uma maior frequência de consumo de alimentos processados e ultraprocessados como pizza (73,5%; p0,001), refrigerante (58,8%; p=0,036) e biscoito recheado (58,8%; p=0,008) entre 1 a 3 vezes por semana na escola pública em comparação a escola privada. O consumo de suco de pacote (p=0,013) foi relatado não ser consumido pela maioria dos alunos da escola particular em comparação a escola pública. Os dados encontrados evidenciam um consumo expressivo de alimentos processados e ultraprocessados pelos adolescentes de ambas as escolas, destacando alimentos com alto teor de açúcar e sódio.Palavras-chave: Hábitos alimentares. Adolescentes. Alimentos industrializados. ABSTRACT: The objective of this study was to compare the frequency of consumption of processed and ultraprocessed foods and to verify the association between nutritional status by adolescents from public and private schools in the municipality of Arroio do Tigre, RS. This was a cross-sectional study conducted with adolescents, aged 10 to 15 years, from a public school and a private school in Arroio do Tigre, RS. Nutritional status was assessed by body mass index. A food frequency questionnaire containing processed and ultraprocessed foods was applied. The sample consisted of 64 adolescents with a mean age of 12.03±1.15 years, 53.1% of the public school. Most of the adolescents were eutrophic (p=0.343), and when compared to the consumption of processed and ultraprocessed foods, most eutrophic schoolchildren reported a higher frequency of bullets and chewing gum (50.0%) and cereal bars (51.0%), 1 to 3 times per week (p=0.004, p=0.029, respectively). There was also a higher frequency of consumption of processed and ultraprocessed foods such as pizza (73.5%, p0.001), refrigerant (58.8%, p=0.036) and stuffed biscuit (58.8%, p=0.008) between 1 to 3 times a week in public school compared to private school. Consumption of packet juice (p=0.013) was reported not to be consumed by the majority of private school students compared to public school. Conclusion: The data found evidenced an expressive consumption of processed and ultraprocessed foods by the adolescents of both schools, highlighting foods with high sugar and sodium content.Keywords: Food Habits. Adolescents. Industrialized Foods.

scholarly journals CONSUMPTION OF MINIMALLY PROCESSED AND ULTRA-PROCESSED FOODS AMONG STUDENTS FROM PUBLIC AND PRIVATE SCHOOLS

2019 ◽  
Vol 37 (2) ◽  
pp. 173-180 ◽  
Author(s):  
Camila Silva Ferreira ◽  
Dyene Aparecida Silva ◽  
Cristiana Araújo Gontijo ◽  
Ana Elisa Madalena Rinaldi
Keyword(s):  
Public Schools ◽  
Total Energy ◽  
Energy Intake ◽  
Private Schools ◽  
Private School ◽  
Total Energy Intake ◽  
Processed Foods ◽  
School Students ◽  
Minimally Processed ◽  
Public And Private

ABSTRACT Objective: To compare and analyze the consumption of minimally processed and ultra-processed foods among students from public and private schools. Methods: Study conducted in Uberlândia, MG, with fifth-grade students from three private and six public schools, selected by stratified cluster sampling. We collected data on food consumption using the 24-hour recall. Foods were classified into four groups (G) according to extent and purpose of processing: fresh/minimally processed foods (G1) culinary ingredients (G2), processed foods (G3), and ultra-processed foods (G4). Total energy intake (kcal) of each group, amount of sugar (g), sodium (mg), and fiber (g) were quantified and compared according to administrative affiliation (private or public). Results: Percentage of total energy intake was: G1 - 52%; G2 - 12%; G3 - 5%; e G4 - 31%. Energy intake from G1 (53 vs. 47%), G2 (12 vs. 9%), and G3 (6.0 vs. 0.1%), and amount of sodium (3,293 vs. 2,724 mg) and fiber (23 vs. 18 g) were higher among students from public schools. Energy intake from G4 (36 vs. 28%) and amount of sugar (20 vs. 14%) were higher among students from private schools. The consumption of foods from G1 in the school environment was higher among students from public schools (40 vs. 9%). Conclusions: Foods from G1 represent the highest percentage of total energy intake, while those from G4 constitute a third of calories consumed. Processed juice, sandwich cookie, processed cake, and breakfast cereals are more frequent among private school students; snacks and juice powder are more common for students from public schools.

scholarly journals Comparison of oral hygiene status among 6-14 year old students of public and private schools of Rajbiraj, Saptari, Nepal

2015 ◽  
Vol 10 (1) ◽  
pp. 17-21
Author(s):  
TK Bhagat ◽  
A Shrestha ◽  
TN Yadav
Keyword(s):  
Public School ◽  
Private Schools ◽  
School Children ◽  
Oral Hygiene ◽  
Private School ◽  
Medical Sciences ◽  
Public And Private ◽  
The Public ◽  
Oral Health Education ◽  
Significant Difference

Aim To determine the oral hygiene status of 6-14 years old school children in Rajbiraj, Nepal. Materials and Methods Three hundred school children from public and private schools were examined for oral hygiene status using OHI(S). Descriptive statistics and independent sample t-tests were done. Results There was no significant difference in the oral hygiene status among gender, but the oral hygiene status of the children in private schools was better than that of the public school. Conclusion Large number of public school children had poor oral hygiene compared to private school children. Hence, oral health education programs should be conducted on a frequent basis to improve their oral hygiene status. DOI: http://dx.doi.org/10.3126/jcmsn.v10i1.12763 Journal of College of Medical Sciences-Nepal, 2014, Vol.10(1); 17-21

scholarly journals Analyzing the Market for Shadow Education in Pakistan: Does Private Tuition Affect the Learning Gap between Private and Public Schools?

2013 ◽  
Vol 18 (Special Edition) ◽  
pp. 129-160 ◽  
Author(s):  
Bisma Haseeb Khan ◽  
Sahar Amjad Shaikh
Keyword(s):  
Public School ◽  
Learning Outcomes ◽  
Private Schools ◽  
Private School ◽  
Shadow Education ◽  
School Students ◽  
Public And Private ◽  
Public School Students ◽  
Learning Gap ◽  
Private Tuition

Over the past decade, Pakistan has seen the rapid growth of a third sector in education: shadow education. According to the Annual Survey of Education Report (2013), 34 percent of private school students and 17 percent of public school students undertake private tuition in Punjab. Anecdotal evidence suggests that private tuition has a positive impact on learning outcomes. Keeping this in view, it is possible that private tuition, rather than a difference in schooling quality, is driving the observed learning gap between public and private schools? This study employs a fixed-effects framework, using panel data from the Learning and Educational Achievement in Punjab Schools (LEAPS) survey, to quantify the impact of private tuition on learning outcomes in public and private schools. We analyze the demand and supply dynamics of the shadow education market in Punjab, and find that private tuition has a positive significant effect on learning outcomes, specifically for public school students. For English, much of the learning gap between public and private schools is explained by the higher incidence of private tuition among private school students, but this is not the case for mathematics and Urdu. We also find that private tuition is predominantly supplied by private school teachers, but that they do not shirk their regular class hours to create demand for their tuition classes, as is normally believed. On the demand side, private tuition acts as a substitute for receiving help at home. Moreover, it supplements formal education rather than substituting for low-quality formal schooling.

scholarly journals “Students in public and private schools—which are at higher risk of drug use?”: A survey from Iran

2020 ◽  
Author(s):  
Ali Bahramnejad ◽  
Abedin Iranpour ◽  
Nouzar Nakhaee
Keyword(s):  
Substance Use ◽  
Public Schools ◽  
Drug Use ◽  
Private Schools ◽  
Private School ◽  
Cross Sectional Study ◽  
Cluster Sampling ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private

Abstract Background Recent evidence from Western countries suggests that private school students are more prone to drug use. Such an evidence is lacking in Muslim countries. The aim of this study was to examine whether the risk of drug use is higher in private schools than public schools.Methods This cross sectional study was conducted on 650 tenth grade students of Kerman city, the center of largest province of Iran using cluster sampling. Well-validated questionnaires regarding current, lifetime substance use, and perceived use by classmates were utilized. Substances included in the questionnaire were waterpipe, cigarette, alcohol, marijuana, opium, methamphetamine, and Naas. Drug Use Tendency Scale was used to measure the attitudes of students towards drug use.Results The response rate was 93.7%. More than 82% of sample were public school students (n = 504). Current use of cigarette and marijuana was higher in private schools (12.2% and 3.0%, respectively) than public schools (4.4% and 0.5%, respectively) (P < 0.05). Perceived prevalence of cigarette smoking by classmates was higher among private school students.Conclusion Despite the popular belief that private schools are better than public schools regarding the risk of substance use, students who attend private schools may be at a higher risk of turning to some drugs comparing to public schools in Iran.

scholarly journals “Students in public and private schools—which are at higher risk of drug use?”: A survey from Iran

2020 ◽  
Author(s):  
Ali Bahramnejad ◽  
Abedin Iranpour ◽  
Nouzar Nakhaee
Keyword(s):  
Substance Use ◽  
Public Schools ◽  
Drug Use ◽  
Private Schools ◽  
Private School ◽  
Cross Sectional Study ◽  
Cluster Sampling ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private

Abstract Background : Recent evidence from Western countries suggests that private school students are more prone to drug use. Such an evidence is lacking in Muslim countries. The aim of this study was to examine whether the risk of drug use is higher in private schools than public schools. Methods : This cross sectional study was conducted on 650 tenth grade students of Kerman city, the center of largest province of Iran using cluster sampling. Well-validated questionnaires regarding current, lifetime substance use, and perceived use by classmates were utilized. Substances included in the questionnaire were waterpipe, cigarette, alcohol, marijuana, opium, methamphetamine, and Naas. Drug Use Tendency Scale was used to measure the attitudes of students towards drug use. Results : The response rate was 93.7%. More than 82% of sample were public school students (n=504). Current use of cigarette and marijuana was higher in private schools (12.2% and 3.0%, respectively) than public schools (4.4% and 0.5%, respectively) (P<0.05). Perceived prevalence of cigarette smoking by classmates was higher among private school students. Conclusion : Despite the popular belief that private schools are better than public schools regarding the risk of substance use, students who attend private schools may be at a higher risk of turning to some drugs comparing to public schools in Iran.

EDUCATIONAL TIDBITS

PEDIATRICS ◽  
1991 ◽  
Vol 88 (5) ◽  
pp. A57-A57
Author(s):  
J. F. L.
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary Schools ◽  
Private Schools ◽  
Private School ◽  
Catholic Schools ◽  
Religious Schools ◽  
School Students ◽  
School Population ◽  
Private High School

Of an estimated 46 million students enrolled in elementary and secondary schools in fall 1989, about 12 percent were at private schools. More than half of private school students attend Catholic schools, while about a third are enrolled in other religious schools. Nonsectarian schools account for 14 percent of the private-school population. Most private school students are enrolled in elementary school, while a sixth attend private high school. About a third attend private schools that combine elementary and secondary.

Policy Implications of the Public and Private School Debates

1981 ◽  
Vol 51 (4) ◽  
pp. 519-525 ◽  
Author(s):  
Barbara Heyns
Keyword(s):  
Public Education ◽  
Educational Policy ◽  
Private Schools ◽  
Private School ◽  
Conventional Wisdom ◽  
Policy Implications ◽  
Public And Private ◽  
The Public ◽  
Policy Debates

We are indebted once again to James Coleman for enlivening educational policy debates with the publication of this controversial and widely discussed study. Public and Private Schools (PPS), coauthored with Thomas Hoffer and Sally Kilgore, is controversial,timely, challenges the conventional wisdom, and adopts a critical—some would say hostile—stance toward public education. Although I disagree with many of their arguments,the authors should be congratulated for providing so much grist for our analytic mills.

Students' Understanding of Climate Change: Insights for Scientists and Educators

1997 ◽  
Vol 78 (10) ◽  
pp. 2232-2240 ◽  
Author(s):  
M. V. Rajeev Gowda ◽  
Jeffrey C. Fox ◽  
Robin D. Magelky
Keyword(s):  
Climate Change ◽  
High School Students ◽  
News Media ◽  
Global Climate ◽  
Scientific Information ◽  
School Students ◽  
The Public ◽  
Educational Role ◽  
Social Scientific ◽  
High Level

Teachers and meteorologists are among the most respected purveyors of scientific information to the public. As such, they can play an influential role in educating the public about basic atmosphere-related phenomena. To better fulfill this educational role, it is necessary to (i) identify and (ii) correct people's major misconceptions about climatic and atmospheric issues, including global climate change. This paper reports the results of a survey of high school students' knowledge and attitudes about climate change. The authors use open-ended survey questions to gain a more comprehensive understanding of the range of “mistakes” that are made. The results show misconceptions including inflated estimates of temperature change, confusion between ozone depletion and global warming, the perception of warmer weather and a belief that all environmentally harmful acts cause climate change. Also discussed is the origin of these mistakes from the perspective of current social scientific literature. It is suggested that these misconceptions arise from low levels of information, reliance on the televised news media, use of judgmental heuristics, confusion between weather and climate, and “fuzzy environmentalism,” wherein students perceive disparate environmental harms as significantly interrelated. The study also reveals that students have a very high level of trust in scientists and teachers. This suggests a role for scientists and educators through which they help correct misconceptions about climate change and ensure that people adopt effective environmentally protective measures.

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