La contribution de l'école privée au Québec à la littératie et à la numératie des 15 ans : une analyse par effets de traitement [The Contribution of the Private School System in Québec to Literacy and Numeracy Skills of 15-Year-Olds: Treatment-Effects Estimation from 2000-2012 PISA Observational Data Sets]
Bibliographic record
Abstract
(in French) Les eleves quebecois au niveau secondaire sont consideres comme relativement performants sur la base de la moyenne generale obtenue aux tests internationaux (math, lecture, sciences) PISA. Cependant, il est peu connu que les scores des eleves du secteur prive, fortement presents a l'ecole secondaire, augmentent considerablement les moyennes rapportees. Neanmoins, une ecole avec des scores eleves a des tests standardises peut etre une ecole ou les etudiants viennent de milieux tres avantages ou encore sont selectionnes sur la base de leurs aptitudes ou classe sociale. L'impact de la non-randomisation sur l'estimation d'un effet de traitement pose des defis analytiques comme les biais de selection, de causalite ou de recrutement qu'il faut reduire et neutraliser. Sur la base des cinq enquetes PISA (2000, 2003, 2006, 2009, 20012), quatre types d'estimateur econometrique d'appariement pour evaluer l'effet causal de traitement de l'ecole privee sont calcules. L'analyse conduit aussi a un exercice de falsification avec tous les eleves ontariens comme groupe non traite relativement aux eleves quebecois en secondaire IV du secteur public ou du secteur prive. Les resultats suggerent que la minorite importante des eleves qui frequentent l'ecole privee au secondaire explique en partie la performance superieure du Quebec aux tests PISA, tant dans les ecoles privees que publiques (par effet de concurrence). Selon les estimes plus conservateurs, l'ecole privee ajoute approximativement une annee d'etudes en termes des scores de lecture et math. De facon plus importante, pour le developpement du capital humain, les resultats soutiennent l'existence d'un effet causal important de l'ecole privee sur les niveaux (hierarchie) mesures des competences par PISA. Abstract (in English, working paper is in French) Quebec's students at the secondary level have always been considered as a relatively performing group on the basis of their mean scores in international skills tests (reading, math, sciences) such as PISA, and TIMSS. It is less known that students' performance in private schools, where a significant proportion are enrolled at the secondary level, raise substantially the reported mean scores. Nonetheless, a school with high standardized scores may be an institution where students come from a much advantaged background or are selected on the basis of their abilities or social class. The impact of non-randomness for the estimation of a treatment effect poses analytical challenges like bias related to selection, causality, or recruitment that must be reduced or neutralized. There are many categories of estimators that can be implemented to assess a non-random policy/intervention based on models for both the outcome variable and the treatment assignment, while taking into consideration the selection bias. We use rich student-level micro data from five (2000, 2003, 2006, 2009, 2012) Programme for International Student Assessment (PISA) and four types of estimators to estimate the impact of private schools on student performance in reading, math, and sciences. The analysis also conducts a falsification exercise with students from Ontario as a control group relative to Quebec's students in the private or public sector. Results suggest that the large minority of students attending private schools at the secondary level largely explains the higher PISA scores of Quebec over the years, as well as the scores in the public sector (due to external effects from school competition). According to the more conservative treatment effects, private schools add approximately one year of study in reading and math scores. Results highlight the major importance of increased 'knowledge capital' by the private sector, that is proficiency scales in cognitive skills. The characteristics of schools and teachers in the private sector, and the socio-economic status of students and their parents, are also important factors of achievement gaps between the two systems of education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".