📝 SummarXiv

Abstract

Latin America's education systems are fragmented and segregated, with substantial differences by school type. The concept of school efficiency (the ability of school to produce the maximum level of outputs given available resources) is policy relevant due to scarcity of resources in the region. Knowing whether private and public schools are making an efficient use of resources -- and which are the leading drivers of efficiency -- is critical, even more so after the learning crisis brought by the COVID-19 pandemic. In this paper, relying on data of 2,034 schools and nine Latin American countries from PISA 2022, I offer new evidence on school efficiency (both on cognitive and non-cognitive dimensions) using Data Envelopment Analysis (DEA) by school type and, then, I estimate efficiency leading determinants through interpretable machine learning methods (IML). This hybrid DEA-IML approach allows to accommodate the issue of big data (jointly assessing several determinants of school efficiency). I find a cognitive efficiency gap of nearly 0.10 favouring private schools and of 0.045 for non-cognitive outcomes, and with a lower heterogeneity in private than public schools. For cognitive efficiency, leading determinants for the chance of a private school of being highly efficient are higher stock of books and PCs at home, lack of engagement in paid work and school's high autonomy; whereas low-efficient public schools are shaped by poor school climate, large rates of repetition, truancy and intensity of paid work, few books at home and increasing barriers for homework during the pandemic.