Relevant bibliographies by topics / Private tuition

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Private tuition'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Private tuition"

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Srivastava, Mrs Namrata. "Impact of Private Tuition at Birsanagar Jamshedpur, Jharkhand." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2269–72. http://dx.doi.org/10.31142/ijtsrd14607.

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Haseeb Khan, Bisma, and Sahar Amjad Shaikh. "Analyzing the Market for Shadow Education in Pakistan: Does Private Tuition Affect the Learning Gap between Private and Public Schools?" LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 129–60. http://dx.doi.org/10.35536/lje.2013.v18.isp.a6.

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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.
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Kim, Hyunchul, and Eunkyoung Seo. "Trend in Private Tuition Expenditure Gaps." Korean Educational Research Association 56, no. 1 (March 30, 2018): 133–53. http://dx.doi.org/10.30916/kera.56.1.133.

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Putri, Anisa. "ANALISIS PERBANDINGAN BIAYA KULIAH PROGRAM STUDI S1 AKUNTANSI ANTAR PERGURUAN TINGGI SWASTA DI BEKASI." Paradigma 18, no. 1 (April 14, 2021): 46–52. http://dx.doi.org/10.33558/paradigma.v18i1.2672.

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The purpose of this study was to identify the tuition fee components and to analyze the comparison of tuition fees for the undergraduate accounting study program at private universities in Bekasi. The research method uses descriptive methods. The type of data is secondary data. The data analysis used is descriptive qualitative method. The results showed that the component of tuition fees for undergraduate accounting study programs at private universities in Bekasi consisted of registration fees, development costs, tuition fees per semester, laboratory fees, practice fees, exam fees (UTS and UAS), proposal fees and thesis fees, and graduation fee. The total cost of studying an undergraduate accounting study program at private universities in Bekasi is the most expensive, namely Esa Unggul University. The total cost of studying an undergraduate accounting study program at a private university in Bekasi is the most expensive, namely STIE BII. The total value of tuition fees varies for each private university in Bekasi.
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Carr, Daniel, and Liang Choon Wang. "The Effect of After-School Classes on Private Tuition, Mental Health and Academic Outcomes: Evidence from Korea." Sociology 52, no. 5 (January 17, 2017): 877–97. http://dx.doi.org/10.1177/0038038516677219.

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Using a natural experiment from South Korea’s high school equalisation policy area, we show that school-provided after-school classes reduce students’ time spent in private tuition and the associated household expenditure, as well as increase their likelihood of college attendance. Though high and low income groups use a different mix of unassisted study and private tuition to substitute for after-school class, both consume less private tuition as after-school class hours increase. Importantly, the likelihood of college attendance improves similarly for both high and low income groups. The findings suggest a role for after-school classes in improving the academic outcomes of students and reducing demand for private tuition, but their utility in reducing outcome inequality is less certain.
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Yahiaoui, Habib. "Private Tuition: High Stakes and Thorny Issues." English Language Teaching 13, no. 7 (June 25, 2020): 88. http://dx.doi.org/10.5539/elt.v13n7p88.

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Private tuition or shadow education is a self-contained activity. It is a system that exists parallel to the national education system. The scale of private tuition has witnessed a worldwide skyrocketing increase. The present research sheds light on the determinants that lead to the demand/ supply of private tuition. It examines the issue from the perspectives of the tutors, the tutees and the parents. The stratified sample in the study represents the population of JamaleddineElafghani Secondary School Mascara. The research tools utilised are a questionnaire to the learners, an interview to both the parents and the teachers and observation of sessions of PT to have a complete image of the situation under study. The results demonstrate that the national education system inadequacies like high stake examination, inexperience teachers and large classes have a great impact on the widespread of this phenomenon. The recommendation we suggest is regulating and thus harnessing this activity, or finding an alternative.
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Economides, George, Apostolis Philippopoulos, and Stelios Sakkas. "Tuition fees: User prices and private incentives." European Journal of Political Economy 48 (June 2017): 91–103. http://dx.doi.org/10.1016/j.ejpoleco.2016.08.008.

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Purba, Ledis Pebriani, Dedy Hartama, Eka Irawan, and Anjar Wanto. "Memprediksi Faktor Tunggakan Uang Kuliah Menggunakan Metode Naive Bayes." Prosiding Seminar Nasional Riset Information Science (SENARIS) 1 (September 30, 2019): 298. http://dx.doi.org/10.30645/senaris.v1i0.35.

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Arrears of tuition will be a problem of the operational costs of private universities. In contrast to PTN (State Universities) which are assisted by the government while PTS (Private Universities) rely on tuition to carry out their activities. In carrying out the lecture process STIKOM Tunas Bangsa Students must carry out their obligations to pay tuition in a timely manner so there is no arrears in tuition. In this study, the method used to determine the factor of arrears of tuition is to use the Naive Bayes classification method. The parameters used are 6, namely C1 (Parent Income), C2 (Dependent Income), C3 (Parent Work), C4 (Residential Status), C5 (Money Abuse) and C6 (External Factor). The data used in this study were obtained by giving questionnaires to students of STIKOM Tunas Bangsa Pematangsiantar. Data training used 156 and testing data,and the most factors were external factors .It is expected that the results of this study can be used to help higher education institutions, especially STIKOM Tunas Bangsa education in knowing tuition arrears so that the best solution can be done to reduce the occurrence of tuition arrears.
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Hsing, Yu, and Hui S. Chang. "Testing Increasing Sensitivity of Enrollment at Private Institutions to Tuition and other Costs." American Economist 40, no. 1 (March 1996): 40–45. http://dx.doi.org/10.1177/056943459604000106.

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This paper re-examines the demand for higher education at private institutions and tests if in recent years enrollment has become more sensitive to rising tuition and other related costs. Time series data between FY 1964–65 and FY 1990–91 are used as the sample. Major findings are interesting. The general functional form yields coefficients with smaller standard errors and larger value of the test statistics. The logarithmic form can be rejected at the 5% level. Tuition elasticities rose from −0.261 to −0.557 and income elasticities also increased from 0.493 to 1.093 during the sample period. Thus, enrollment has become more sensitive to changes in tuition and other costs. However, part of the loss of enrollment due to tuition increases can be recovered by rising income elasticities.
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Li‐Ping Tang, Thomas, David Shin‐Hsiung Tang, and Cindy Shin‐Yi Tang. "College tuition and perceptions of private university quality." International Journal of Educational Management 18, no. 5 (August 2004): 304–16. http://dx.doi.org/10.1108/09513540410543457.

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Dissertations / Theses on the topic "Private tuition"

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Al, Farra Samia. "The private tuition phenomenon in mathematics in Greater Amman-Jordan : does private tuition improve achievement in mathematics?" Thesis, University of Bath, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437725.

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Harter, James. "The Impact of Tuition Discounting on Net Tuition Revenue at Private Liberal Arts Colleges." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452093373.

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Martin, Jeremy Paul. "Tuition discounting through unfunded institutional aid at private baccalaureate colleges." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1550154126.

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Turner, Carl R. "A comparative analysis of armed forces and private sector tuition assistance programs /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA305971.

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Turner, Carl R. II. "A comparative analysis of armed forces and private sector tuition assistance programs." Thesis, Monterey, California. Naval Postgraduate School, 1995. http://hdl.handle.net/10945/34973.

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Approved for public release; distribution is unlimited
This thesis compares Navy's Tuition Assistance (TA) program with those of the other services and private corporations and identifies some significant differences. It examines each organization's policy guidelines regarding benefit levels, courses and programs funded, restrictions and obligations, and requirements for individuals and institutions to be eligible for reimbursement Usage rates and costs of the Navy, Marine Corps, Army and Air Force TA programs were compared. Data from FY 1991 to FY1994 on voluntary education (VOLED) and TA finding levels, TA usage rates by numbers of individuals enrolled and enrollments, number of enrollments in each area of the program (high school, undergraduate, graduate, etc.), and cost per enrollment are presented. Tuition rates and trends for community colleges and four-year public and private institutions in areas of high concentrations of Navy personnel are noted. Changes to bring benefits in line with current tuition rates in the most cost effective manner are recommended. Internal controls to prevent waste, fraud and abuse were identified. The Navy's centrally managed program provides excellent controls and is probably the most effective and efficient of all the services' programs. (AN)
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Rushforth, Katie. "The quality and effectiveness of one-to-one private tuition in England." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019960/.

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There is a belief amongst educators and laymen that one-to-one tutoring is inevitably positive and effective. Although some research has shown that tutoring programmes can be very effective in raising achievement, other surveys have found negligible learning gains. These findings raise questions about the quality of PT. Literature has focussed on effective practice for specific subjects and age groups; few studies have examined effectiveness from the perspective of the tutor and student. This thesis aimed to determine the impact of private tuition (PT) on KS2 and GCSE achievement and to explore tutors' and students' views of effective pedagogy. Data on PT participation collected from over 2000 pupils in years 6 and 11 enrolled in 30 primary and 28 secondary schools was matched with government achievement and pupil background data. Using statistical modelling that reflects school effects in the data, pupils who received PT in maths achieved significantly higher GCSE maths results. There was no evidence to suggest that PT in English and science made an impact on respective GCSE or KS2 attainment. Using a combined measure of tuition in any subject, findings indicated that extended periods of PT made a small impact on maths and average KS2 score. In the second study, data was collected to determine tutors' and students' views of effective pedagogy by contacting tutors who advertise online and by utilising word-of-mouth recruitment methods. A total of 204 tutors and 90 tutored students completed questionnaires. The achievement gains perceived by both tutors and students contradict the quantitative findings; almost all participants considered PT to be effective in raising achievement and confidence, demonstrating that for some students PT can be very beneficial. Tutors' and students' views of effective tutoring included the perceived importance of subject knowledge, rapport and patience; although there was some variation by subject and age group.
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Reinoehl, Jason Kent. "Association Between Tuition Discounting and Institutional Goals at the Largest Midwestern Private Universities." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1416029181.

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Lorenz, Heather L. "The Compliance Conundrum| Addressing Student-centered Compliance Systems at Small, Private, Tuition-dependent Institutions." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828818.

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Intensified competition, declining numbers, budgetary constraints, and increased prices indicate that higher education is in the midst of a major evolution. Particularly, small, private, tuition-dependent institutions are struggling nationwide, and if they are unable to find ways to increase their revenue, increased mergers and closures will result. Additionally, both local and federal government have called for increased accountability, and amplified governmental regulations have resulted in high-stake consequences for noncompliance.

The law infiltrates every policy and department within an institution. Laws have been passed, and regulations have been promulgated by both the federal and state government, resulting in the expansion of the legal requirements institutions have to face. Although hundreds of laws and statutes impact higher education, this study will focus on the over 35 statutes and more than 60 enabling regulations that impact student affairs. Institutions have been asked to ramp up reporting, step up prevention, mandate training, interpret regulations, and keep abreast of the amendments to the law. This increased demand has placed a significant constraint on student affairs divisions at small, private, tuition-dependent institutions and has made an already demanding circumstance more complex.

Responsible for student affairs divisions, chief student affairs officers (CSAOs) manage the compliance obligations that permeate their areas of responsibility. Chief student affairs officers must be aware of the legal and risk management issues that affect the functional areas for which they are responsible. Little research exists documenting how these increased regulations have impacted the work of CSAOs. This multisite case study collected data from three sites to gain an in-depth understanding of how small, private, tuition-dependent institutions are managing student-centered compliance. Additionally, this study looked at the role the CSAO plays in managing student-centered compliance. In addition to the CSAO, additional staff at each of the three institutions were interviewed if they were identified as having responsibility for compliance. When available, policy manuals, handbooks, and other documents were reviewed to assist in data triangulation. A clear understanding of how compliance impacts CSAOs will help inform future work in the field of student affairs.

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Bills, Michael. "Turning Around Small, Private, Tuition Dependent Colleges: How Boards of Trustees Impact Decline and Turnaround." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1592569275961028.

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Ciero, Paviot Laura. "Private tuition in Kenya and Mauritius : policies, practices and parents' perceptions examined from an ecological systems perspective." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021910/.

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Since 1990 the Education for All (EFA) movement has acted as a worldwide commitment to the delivery of primary education as a basic human right. Reducing inequalities in terms of school access and academic achievement became a major concern in developing countries where education reforms were inspired by the EFA initiative. This was the case in Kenya and Mauritius, although evidence from the SACMEQ I (1995) and II (2000) survey studies reveals that these two countries presented the highest incidence of private tuition in the southern and eastern Africa region. In turn, such findings raise concern because they appeared to challenge the EFA objectives of quality and equality. The aim of the present thesis is to examine the phenomenon of private tuition in relation to the provision of primary education of good quality to all pupils (EFA initiative) in Kenya and Mauritius. Drawing on Bronfenbrenner’s theory on the ecology of human development the micro, meso and macro systems are examined as the three levels of the ecological environment of private tuition. In this way, attention was focussed on two critical points: (a) the position of parents in relation to the provision of paid extra lessons and (b) the potential tensions between the different ecological levels regarding the notion of educational equality put forward by EFA (the macro level), the national educational policies implemented for primary school (meso level) and the pupils’ school context (micro level). Survey data from Grade 6 pupils who participated in the SACMEQ III (2007) study reveals that paid extra lessons are delivered inside public (government) schools by pupils’ school teachers outside official hours. In addition, interviews with a sample of sixty parents reveal that in Kenya, private tuition is perceived not only as an important academic support but also as a safe environment where pupils are supervised by responsible adults, whereas in Mauritius private tuition is perceived as crucial for academic advancement. In conclusion, it was found that in both countries private tuition represents an integral component within their mainstream education systems.
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Books on the topic "Private tuition"

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Nthia, Njeru Enos Hudson, ed. The Sociology of private tuition. Nairobi, Kenya: Institute of Policy Analysis and Research, 2004.

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United States. Office of Educational Research and Improvement. Center for Education Statistics, ed. Private school enrollment and tuition trends. Washington, D.C: Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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NeoVouchers: Providing public funds for private schools through tuition tax credits. Lanham: Rowman & Littlefield, 2008.

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Brunello, Giorgio. School vouchers Italian style. Bonn, Germany: IZA, 2005.

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State Council of Higher Education for Virginia. Study on the affordability of Virginia's public and private institutions: Report of the State Council of Higher Education to the Governor and the General Assembly of Virginia. Richmond, Va: Commonwealth of Virginia, 2006.

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Carpenter, Thomas. Carpenter's scholar's spelling assistant: Wherein the words are arranged on an improved plan ... intended for the use of schools and private tuition. Montreal: R. Miller, 1985.

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A guide to materials about public aid to religious schools. Monticello, Ill: Vance Bibliographies, 1985.

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United States. Congress. Senate. Committee on Governmental Affairs. Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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United States. Congress. Senate. Committee on Governmental Affairs. Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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Book chapters on the topic "Private tuition"

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Buhagiar, Michael A., and Deborah A. Chetcuti. "The Private Tuition Phenomenon in Malta." In Private Tutoring Across the Mediterranean, 129–49. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-237-2_8.

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Mariya, Maryam. "Classroom Practices and Private Tuition in the Maldives: Methodological Reflections on an Ethnographic Study." In Researching Private Supplementary Tutoring, 117–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30042-9_6.

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Green, Madeleine. "Getting Unstuck with Internationalization at Home: Seizing the Post-pandemic Moment." In The Promise of Higher Education, 99–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_16.

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AbstractAs I write this essay in late May 2020, the higher education press is blanketed by debate about the enduring changes brought on by COVID-19. Some maintain that the pandemic has already triggered disruptive changes, such as the quick move to online learning and variations in the academic calendar. They speculate that these shifts will endure after the crisis passes. Others predict a shift in the landscape of higher education. In countries with a private higher education sector that is highly dependent on tuition revenue, a substantial number may close, and the resulting landscape will be dominated by stronger, richer institutions. One estimate is that 20% of private institutions in the United States will close (Wescott 2020).
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Filippakou, Ourania, and Ted Tapper. "Moving from the Public to the Private Funding of English Higher Education: The Imposition of Student Tuition Fees." In Creating the Future? The 1960s New English Universities, 75–83. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06091-6_6.

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Platonova, Daria, and Dmitry Semyonov. "Russia: The Institutional Landscape of Russian Higher Education." In Palgrave Studies in Global Higher Education, 337–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_13.

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AbstractIn this chapter we explore the higher education institutional landscape taking the case of the largest post-Soviet higher education system: Russia. In the Post-Soviet period, Russian higher education has tremendously expanded. The dramatic growth of the number of students and institutions has been facilitated by the introduction of tuition fees in public and a new private sector. The shifts in social and economic demand for professional fields affected the disciplinary and organisational structure of higher educational institutions.The external forces (economic, political, social conditions) and higher education policy have been changing during the last decades. In the first part of the transitional period, the state provided limited regulation of the higher education system. In the 2000s, it has returned to its role of the main agent of change of the higher education system design. The diversity of institutional types that evolved in Russian higher education illustrate the consequences of massification and marketisation, such as new “broad access” segments and institutional programme drift. Also, the governmental role in shaping institutional diversity can be seen through attempts to increase vertical diversity (excellence initiatives), on the one hand, and to restrain it by closing down bottom-tier institutions, on the other.
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"1 Why Do Costs Keep Rising at Selective Private Colleges and Universities." In Tuition Rising, 1–18. Harvard University Press, 2000. http://dx.doi.org/10.4159/9780674034433-002.

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kabtool, Roshan. "Determinants of the Tuition Fees and Their Impact on Financial Value." In Global Approaches to Sustainability Through Learning and Education, 171–99. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0062-0.ch011.

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This chapter aims at determining the factors that affect the pricing of tuition fees in private schools. It includes private primary schools in Damascus Governorate, the research population, in which the researcher used the analytical descriptive method and provided a theoretical framework that clarifies all the concepts related to the subject of tuition fees and private education from a financial aspect. The sample was obtained from 35 private schools from Damascus governorate schools. Future studies may address the educational aspect of this theme or take broader sectors of private education.
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James, Estelle. "Cross-Subsidization in Higher Education: Does it Pervert Private Choice and Public Policy?" In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0019.

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During the 1950s and 1960s American higher education underwent a major change in size and structure, with a vast expansion in enrollments and increased emphasis on graduate training and research, relative to undergraduate teaching. This chapter explores the implications of this changing product mix for our understanding of costs, subsidies, financing methods, and decision-making structures in higher education. We ask the following questions: . . . 1. How did universities finance their production of graduate training and research (G and R), which usually do not bring in enough revenues to cover their costs? 2. What differences, if any, were there in the behavior of public and private universities regarding the shift toward G and R? 3. How did this change in product mix affect relative costs in universities versus two- and four-year colleges, which still specialize in undergraduate teaching? 4. What are the implications of this analysis for our understanding of the costs and benefits of education and for future public policy? For example, to what degree do state legislators and private donors control the product mix in higher education and who ultimately gains from the resources they provide?. . . Specifically, I characterize universities as multiproduct nonprofit organizations (NPOs) engaging in the teaching of undergraduates as a profitable activity, in order to subsidize graduate training and research, which are loss-making but yield direct utility to them. Cross-subsidization by NPOs, then, is an alternative to direct government funding of socially beneficial goods such as research, under certain circumstances. With certain differences that we shall note, this characterization applies to public and private institutions, and the term NPO is used for both in this chapter. At private universities, during the 1950s and 1960s, profits were generated mainly by huge tuition increases, made possible by rapidly rising demand, as we shall see below. State universities, too, engaged in cross-subsidization to finance G and R. However, since state universities often do not control or retain tuition revenue, their main device was a decrease in teaching cost per student.
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Hirschoff, Mary-Michelle Upson. "Public Policy Toward Private Schools: A Focus on Parental Choice." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0008.

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Not since the 1920s has our society faced so much controversy about public policy toward private elementary and secondary schools. Then, the major issue was whether private schools should be allowed to exist as alternatives to public schools. That issue was resolved in Pierce v. Society of Sisters, in which the Supreme Court upheld the right of parents to choose private schooling, and thus foreclosed a public monopoly. Today, our mixed system of private and public elementary and secondary education confronts increasing pressures for both fiscal and regulatory change. Most prominent in public debate are proposals for tuition tax credits and voucher systems and challenges to government regulation of private school teacher qualifications, curriculum, and admission practices (especially as the latter affect racial segregation). Two major public policy issues have replaced the issue of whether private schooling should exist at all: (1) To what extent should government encourage or discourage the choice of private schooling, that is, what balance between public and private schooling should government try to achieve? (2) What differences between private and public schooling should government promote or prohibit? Despite this change in emphasis, todays debates echo those of the 1920s in many respects. Just as the proponents of the 1920s laws restricting private schools feared that those schools would harm efforts to Americanize the children of immigrants, some argue today that private schools exacerbate social, economic, racial, religious, and ethnic divisions within the society and that aiding private schools will increase such undesirable effects. Now, as then, advocates of private schooling rest their arguments on the rights of parents to direct their children's education and on the benefits to society of diversity in schooling. Most dispute claims that private schools increase social stratification to any greater degree than do the public schools or that they are less effective in creating good citizens. One of the major factors that distinguishes today's debates from those of the 1920s is the greater attention paid to the impact of private schools on the quality of education.
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Murnane, Richard J. "Comparisons of Private and Public Schools: What Can We Learn?" In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0014.

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The previous chapter argues that comparisons of the performance of public and private schools can be misleading. This chapter examines in detail recent research providing such comparisons with the goal of clarifying what lessons can be drawn. The chapter also explains why the recent comparisons have puzzled, and in some cases infuriated, many public school educators. I begin by providing background on the best known of the recent studies. On April 7, 1981, at a conference attended by more than four hundred educators and the press, James Coleman announced the findings of research that he had conducted with Thomas Hoffer and Sally Kilgore on public and private high schools in the United States. Their principal finding was that Catholic schools and non-Catholic private schools are more effective in helping students to acquire cognitive skills than public schools are. Coming at a time of widespread criticism of public education and presidential support for tuition tax credits for families that use private schools, this finding was widely reported in the press and evoked a range of spirited reactions. Critics and supporters responded to Coleman, Hoffer, and Kilgore’s (henceforth CHK) work with articles and editorials with lively titles such as: “Coleman Goes Private (in Public),” “Lessons for the Public Schools,” “Coleman’s Bad Report,” and “Private Schools Win a Public Vote.” Over the succeeding months CHK’s work remained visible as critiques of their research and reanalyses of the data they used appeared in a variety of journals, in some cases accompanied by lengthy responses by CHK. Another wave of interest was sparked by the publication and subsequent reviews of CHK’s High School Achievement: Public, Catholic, and Private Schools Compared, in which they presented their final research findings. As a result of the wide range of responses to CHK’s work and the numerous symposia in which CHK have debated their critics in print, there is now ample material available to any reader interested in forming a judgment about the quality of the research that produced their main conclusion.
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Conference papers on the topic "Private tuition"

1

Gan, Ai Len, and Masitah Shahrill. "Why the need for private tuition in mathematics? Investigating shadow education in Brunei Darussalam." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139763.

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Liu, Changmin. "Study on the Mechanism of Increasing Tuition Fees in American High-level Private Universities." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.67.

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Fadhilah, Siti Umi, and Farida Hanum. "The Role of Private Tuition Classes as a Supplementary Agency in the Indonesia Education System." In Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.053.

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Nadapdap, Sri, and Yosef Manik. "Determinants of Willingness-to-Pay for Tuition Fee of a Private Technical Higher Education Institution in Indonesia." In 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010044004200423.

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Manurung, Elizabeth Tiur, Arthur Purboyo, and Yulia Trinita. "Determining the Tuition Fee per Credit Hour by Learning Experience and Implementation of Activity Based Costing (A Study at A Private University in Bandung)." In 3rd International Seminar and Conference on Learning Organization. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isclo-15.2016.12.

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