The Confederation of Swedish Enterprise has commissioned a unique survey to compare the merit rating (compiled final marks) of school pupils and results from national mathematics tests for the last year (9th) between private schools and local-government schools. All pupils finishing Year 9 in 2006 were included. The result is surprising and suggests a large gap. Private school pupils, for example, score better in mathematics tests — 42 points higher than for a pupil of similar background but in a public school.
In our statistical analysis, we have neutralized individual differences such as gender, parents’ educational background and whether individual pupils have foreign origins.
The study showed a two-way causal connection, i.e. that the school system influences performance but also that ability influences choice of school system: private schools attract better-performing pupils. We have tried as far as possible to neutralize this factor.
In addition to the merit rating, we checked the results of national mathematics tests, where the opportunities for teachers to ‘sweeten’ pupils’ marks were limited. Our comparison clearly indicated that the differences between private and public schooling were not based on inflated marks. Other studies (National Agency for Education, 2010) also indicate that inflation of marks is no more widespread in private schools than in public schools.
A belief exists that private schools drain resources from public schools, which therefore perform less well. Our study shows this to be groundless. On the contrary, we discovered a slight but positive effect on merit ratings and mathematics tests from an increase in private school education in a municipality; improvements in private school results contribute to raising levels even in public schools. We see this as an effect of competition.
Part of the reason for private schools performing better is, in our opinion, that they are competitive. To attract pupils and parents in greater numbers, they must demonstrate their success in their basic job: supplying knowledge. Another contributing factor could be that private schools attract pupils and parents that are more motivated and committed. This can also be counted as a quality aspect for private schools.
For business to remain competitive, it is not enough for private school pupils to perform well; pupils in public schools must too. They should definitely be able to improve to the level of private school pupils; the law allocates equal resources to public and private schools. Among factors researchers point to as characterizing successful schools are clarity in governance and leadership focused principally on knowledge goals, high expectations on the pupils, competent and committed teachers, extra support for low-performers, regular follow-ups, and organization. The total resource level is less relevant but it is important that resources and working hours are adequately used for teaching. Good teachers must be rewarded in their pay packets.
Swedish schools can be improved even in the short term. Local governments and schools themselves have the responsibility and the tools. Private schools have shown the way.
