Date post: | 17-Jul-2015 |
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Do charter schools really make a difference? The role and impact of
Colegios en Concesión (CEC) in Bogotá
Andreu Termes, Xavier Bonal and Antoni Verger.
2015 Annual Conference of the Comparative and International Education Society
“Ubuntu! Imagining a Humanist Education Globally”, Washington D.C., March 8-13.
Structure
1. Program characteristics2. Methodology Realist evaluation3. Research results
a) How are the charter schools organized? b) What pedagogical approaches do they
advance? c) What academic results have been obtained
by them?
4. Discussion
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Program characteristicsContext: (a) Low enrollment rates; (b)
Lack of school places; (c) School day.25 schools managed by 9 private providers in Bogotá poorer areas
Schools’ dutiesa) ↑ services and facilitiesb) Academic results > nearby public
schools’c) No students’ selectiond) Profit not allowed
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Pre-primary Primary Lower Secondary
Upper Secondary
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
63%
87%71%
41%
Net enrollment (Bogotá, 2012)
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The program’s theory of change
Objectives:
1) ↑ academic performance of poor students
2) ↑ pedagogical diversity of the system
3) ↑ educational coverage
Underlying mechanisms:
4) School autonomy
5) Transfer of (private sector) know-how
6) Institutional control and accountability
Methodology
Realist evaluation approach
Sample: Bogotá’s CEC & public schools
Methods:
qualitative (interviews, focus groups) &
quantitative (questionnaires, statistical
analysis) actors (teachers, principals, students, key-informants)
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How are the CEC organized?
Both autonomy & recentralization↓ teachers’ employment conditions
↑ pedagogical activities↑ facilities and servicesCream skimming
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What pedagogical approaches do they advance?
Both autonomy & recentralizationValues: religiosity,
entrepreneurship, discipline↑ Teaching to the testEconomic context limits
transference of know-how/pedagogical projects
Families’ engagement > participation
↑ Collective identity7
What academic results have been obtained?
Statistical analysis of standardized tests of 145 Bogotá schools when controlling SES and school day, school type is not statistically significant (OLS).
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Charter s. Public s.0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2743
45
46
2811
Scores in national assessments
Low and medium HighSuperior
Conclusions and discussion
↓teachers’ employment conditions = efficiency?
Scarce institutional control →cream skimming
Autonomy & recentralizationContext shaped practices of charters
(elite)↑ diversification and planning (≠ innovation)Controlling for SES and school day, no differences in academic outcomesSegregation… and continuity?
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Thank you!
http://geps-uab.cat/@GEPSUAB
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Cream skimming
“para entrar sí le hicieron una pruebas … yo me acuerdo que [en las pruebas] les hacían sumas, dibujos, cositas así, porque ella iba a entrar a cuarto y entonces había la selección, habían cuatro niños, tres cupos”(Parent 4 CEC 22, Bogotá, February 25, 2014).“De pronto piden el último boletín [escolar]” (Parent 1 CEC 24, Bogotá, March 26, 2014).
Charter s. Public s.0
10
20
30
40
50
60
70
80
68
38
Principal participating in the process of students' selection (%)
Autonomy & Recentralization
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Principal
Teachers
Parents
Secretary Edu.
Ministry Edu.
Private providers
External budget assignation
Public s. Charter
P rincipa l
Teachers
P arents
S ecretary E du.
M inistry E du.
P riva te providers
T eachers' salary
P ublic s . Charter
Princ ipal
Teachers
Parents
Secretary Edu.
Ministry Edu.
Private providers
Teachers' selection
P ublic s . Charter
Principal
Teachers
Parents
Secretary Edu.
Ministry Edu.
Private providers
Pedagogical project elaboration
Public s. Charter s.