Measuring the efficiency of public schools in Uruguay: main drivers and policy implications

Latin American Economic Review

Table 8 Efficiency drivers: second-stage estimations (pool)

Explanatory variables	Conventional Tobit^a			Truncated + bootstrap^b			Tobit + bootstrap^a			OLS + bootstrap
Explanatory variables	Coef.	SE	t	Coef.	SE	z	Coef.	SE	z	Coef.	SE	z
Period^c	0.067	0.017	3.88***	0.093	0.025	3.76***	0.067	0.018	3.76***	0.016	3.820	3.82***
PCTCORRECT	−0.246	0.042	−5.91***	−0.351	0.062	−5.66***	−0.246	0.043	−5.72***	−0.216	0.037	−5.79***
TEACHVOC^c	0.053	0.023	2.25**	0.080	0.034	2.37**	0.053	0.024	2.18**	0.051	0.022	2.31**
RURAL^c	−0.031	0.028	−1.12	0.003	0.042	0.07	−0.031	0.029	−1.09	−0.028	0.022	−1.27
CITY^c	−0.014	0.033	−0.42	0.018	0.044	0.40	−0.014	0.034	−0.40	−0.017	0.031	−0.56
TEACH_stu	−0.001	0.003	−0.29	−0.005	0.005	−1.00	−0.001	0.004	−0.25	−0.001	0.003	−0.18
Curr_author^c	0.048	0.023	2.05**	0.053	0.033	1.61	0.048	0.025	1.95*	0.035	0.020	1.73*
Disc_author^c	−0.019	0.021	−0.89	0.013	0.033	0.40	−0.019	0.023	−0.84	−0.011	0.020	−0.54
Asses_author^c	0.006	0.025	0.23	−0.004	0.036	−0.10	0.006	0.027	0.21	0.000	0.023	−0.01
Budget_author^c	−0.024	0.020	−1.15	−0.051	0.032	−1.62	−0.024	0.022	−1.09	−0.021	0.018	−1.13
Budget_ppal^c	−0.034	0.019	−1.85*	−0.068	0.029	−2.34**	−0.034	0.020	−1.76*	−0.035	0.016	−2.17**
Constant	1.217	0.042	29.25***	1.272	0.054	23.58***	1.217	0.044	27.75***	1.221	0.039	31.24***
/sigma	0.103	0.008		0.104	0.010		0.103	0.007		0.094

Source: authors’ estimations using PISA 2009 and PISA 2012 databases
‘Coef.’ is the estimated coefficient. SE is the robust standard error of the estimated coefficient. Number of schools = 169
* p < 0.10
** p < 0.05
*** p < 0.01
^aCensored regression model with 16 left-censored observations at value 1
^bTruncated regression model with 16 left-truncated observations at value 1
^cDummy variables. Reference categories for school dummies are: PISA 2009 database; non-vocational technical school; school located in a town with more than 3000 and less than 100,000 inhabitants; the national authorities do not have a considerable responsibility for determining the content of the courses or establishing student disciplinary policies or distributing the school budget or establishing the students assessment policies; the school principal does not have a considerable responsibility for distributing the school budget