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1. Family and State Spending on Education in Spain: Differences between Public and Publicly-Funded Private Educational Institutions.

Author

Rogero-García, Jesús and Andrés-Candelas, Mario

Subjects
*PUBLIC schools, *GOVERNMENT aid to private schools, *PRIVATE schools, *EDUCATION policy, *FAMILY-school relationships, *EDUCATION, *PUBLIC spending, *EDUCATIONAL equalization, *ECONOMICS
Abstract

This paper estimates public and private (household) spending per student on education in early childhood, primary and secondary education in Spain, in public educational institutions and in publicly-funded private educational institutions. We use 2007 data from the Household Spending on Education Survey and the Statistics on Public Spending on Education. Public expenditure on education per student in publicly-funded private educational institutions was 49.9% that spent on public educational institutions. The cost assumed by families in public institutions was 38.7% that spent on publicly-funded private educational institutions. The total expenditure per student on publicly-funded private educational institutions was 66.9% that spent on public educational institutions. Enrollment in publicly-funded private educational institutions implies a reduction of public expenditure on education and the transfer of part of those educational expenses to families. [ABSTRACT FROM AUTHOR]

Published
2014
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2. 'Arguments' for School Choice: A Case Study with Portuguese Parents.

Author

Sá, Virgínio and Antunes, Fátima

Subjects
*SCHOOL choice, *EDUCATION, *EDUCATION policy, *PARENT-child relationships, *EDUCATIONAL equalization, *EQUALITY
Abstract

Taking as an empirical basis some of the data from a questionnaire applied to a sample of approximately eight hundred parents from three public secondary schools, this paper discusses how various categories of parents organise «hierarchies of excellence» through the «arguments for choice» that they prioritise when choosing their children's school for entrance into secondary education (year 10 of schooling, equivalent to the year 4 of compulsory secondary education in Spain - ESO). The analysis of the data highlights that, in all segments of parents, a group can be found that attaches great importance to academic indicators; in addition, an unequal concentration of these groups was verified in the three establishments studied, which reflects a predominance of different types of public in each school. Thus, even though the importance attributed to the «arguments for choice» varies according to the educational level of the parents, in the cases studied the «hierarchies of excellence» are distinguished, above all, by the school variable. [ABSTRACT FROM AUTHOR]

Published
2013
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3. ‘Arguments’ for school choice : a case study with Portuguese parents

Author

Virgínio Sá, Fátima Antunes, and Universidade do Minho

Subjects
Educational policy, Política educativa, education, Social inequality, Desigualdad educativa, Social Sciences, humanities, Desigualdad social, Educational inequality, Family-school relationship, Public schools, Relaciones familia-escuela, School choice, Escuelas públicas, Elección de escuela
Abstract

Taking as an empirical basis some of the data from a questionnaire applied to a sample of approximately eight hundred parents from three public secondary schools, this paper discusses how various categories of parents organise «hierarchies of excellence» through the «arguments for choice» that they prioritise when choosing their children’s school for entrance into secondary education (year 10 of schooling, equivalent to the year 4 of compulsory secondary education in Spain - ESO). The analysis of the data highlights that, in all segments of parents, a group can be found that attaches great importance to academic indicators; in addition, an unequal concentration of these groups was verified in the three establishments studied, which reflects a predominance of different types of public in each school. Thus, even though the importance attributed to the «arguments for choice» varies according to the educational level of the parents, in the cases studied the «hierarchies of excellence» are distinguished, above all, by the school variable., Tomando como base empírica algunos de los datos del cuestionario aplicado a una muestra de cerca de ochocientos padres seleccionados en tres centros públicos de enseñanza secundaria, en este artículo analizamos el modo cómo diferentes categorías de padres organizan «jerarquías de excelencia», a través de los «argumentos de elección» a los que dan prioridad cuando escogen el centro educativo, al pasar a la enseñanza secundaria en 10º curso (4º de la ESO). Del análisis de los datos destaca que, en todos los segmentos de padres, encontramos una fracción que concede gran importancia a los indicadores de naturaleza académica; verificamos, además, una concentración desigual de estas fracciones en los tres establecimientos estudiados, lo que refleja un predominio de diferentes tipos de público en cada escuela. De este modo, aunque varíe la importancia atribuida a los «argumentos de elección», según el nivel de estudios de los padres, en los casos estudiados las «jerarquías de excelencia» se distinguen, sobre todo, de acuerdo con la variable centro.

Published
2013