Students enrolled in private schools often get good grades and high test scores.
And there’s a reason for that – they’re from wealthier families.
A new peer-reviewed study from Professors Richard C. Pianta and Arya Ansari of the University of Virginia found that once you take family income out of the equation, there are absolutely zero benefits of going to a private school. The majority of the advantage comes from simply having money and all that comes with it – physical, emotional, and mental well-being, living in a stable and secure environment, knowing where your next meal will come from, etc.
“Results from this investigation revealed that in unadjusted models, children with a history of enrollment in private schools performed better on nearly all outcomes assessed in adolescence. However, by simply controlling for the sociodemographic characteristics that selected children and families into these schools, all of the advantages of private school education were eliminated. There was also no evidence to suggest that low-income children or children enrolled in urban schools benefited more from private school enrollment.”
This has major policy implications.
Whether it be increasing charter schools or vouchers to attend private and parochial schools, the implication is the same – such measures will not help students achieve.
We need programs aimed at poverty, itself, not at replacing public schools with private alternatives.
“By and large, the evidence on the impact of school voucher programs casts doubt on any clear conclusion that private schools are superior in producing student performance…
“In sum, we find no evidence for policies that would support widespread enrollment in private schools, as a group, as a solution for achievement gaps associated with income or race. In most discussions of such gaps and educational opportunities, it is assumed that poor children attend poor quality schools and that their families, given resources and flexibility, could choose among the existing supply of private schools to select and then enroll their children in a school that is more effective and a better match for their student’s needs. It is not at all clear that this logic holds in the real world of a limited supply of effective schools (both private and public) and the indication that once one accounts for family background, the existing supply of heterogeneous private schools (from which parents select) does not result in a superior education (even for higher income students).”
Researchers repeatedly noted that this study was not simply a snapshot of student performance. It is unique because of how long and how in depth students were observed.
The study looks at student outcomes at multiple intervals giving it a much longer time frame and much greater detail than other similar investigations. Researchers examined wide ranging family backgrounds and contextual processes to reduce selection bias.
Participants were recruited in 1991 from ten different cities: Little Rock, Arkansas; Irvine, California; Lawrence, Kansas; Boston, Massachusetts; Philadelphia and Pittsburgh, Pennsylvania; Charlottesville, Virginia; Seattle, Washington; Hickory and Morganton, North Carolina; and Madison, Wisconsin. They were followed for 15 years and had to complete a month long home visit. In addition, they submitted to both annual interviews and home, school, and neighborhood observations.
The final analytic sample consisted of 1,097 children – 24% of whom were children of color, 15% had single mothers, and 10% had mothers without a high school diploma.
Moreover, student academic achievement wasn’t the only factor examined.
Researchers also assessed students social adjustment, attitudes, motivation, and risky behavior. This is significant because they noted that no other study of private schools to date has examined factors beyond academics. Also, there is a general assumption that private school has a positive effect on these nonacademic factors – an assumption for which the study could find no evidence.
“In short, despite the frequent and pronounced arguments in favor of the use of vouchers or other mechanisms to support enrollment in private schools as a solution for vulnerable children and families attending local or neighborhood schools, the present study found no evidence that private schools, net of family background (particularly income), are more effective for promoting student success.”
One reason behind these results may be the startling variation in “the nature and quality of private school classrooms.” There is no consistency between what you’ll get from one private school to the next.
The x-factor appears to be family income and all that comes with it.
We see this again and again in education. For instance, standardized test scores, themselves, are highly correlated with parental wealth. Kids from wealthier families get better test scores than those from poorer families regardless of whether they attend public, charter or private schools.
It’s time our policymakers stop ignoring the effect of income inequality on our nations students.