The determinants of parents school choice between public and private schools case study of high schools in ha noi

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

LUONG THI AN

THE DETERMINANTS OF PARENTS’ SCHOOL
CHOICE BETWEEN PUBLIC AND PRIVATE
SCHOOLS: CASE STUDY IN HIGH SCHOOLS IN
HA NOI

DISCIPLINE: Economics
MAJOR: Public Policy
CODE: 8340402.01

RESEARCH SUPERVISOR:
Dr. Nguyen Thuy Anh
Dr. Kawaguchi Jun

Hanoi, June 2020


VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

LUONG THI AN

THE DETERMINANTS OF PARENTS’ SCHOOL
CHOICE BETWEEN PUBLIC AND PRIVATE
SCHOOLS:

CASE STUDY IN HIGH SCHOOLS IN HA NOI

DISCIPLINE: Economics
MAJOR: Public Policy
CODE: 8340402.01

RESEARCH SUPERVISOR:
Dr. Nguyen Thuy Anh
Dr. Kawaguchi Jun

Hanoi, June 2020


CHAPTER 1. INTRODUCTION ......................................................................................... 5
1.1. Research background........................................................................................................... 5
1.2. Research purpose ................................................................................................................. 8
1.4. Research question ................................................................................................................. 8
1.5. Hypothesis ............................................................................................................................. 8

CHAPTER 2. LITERATURE REVIEW .............................................................................. 9
2.1. Definition of terms ................................................................................................................ 9
2.2. Literature review on previous research ........................................................................... 10

CHAPTER 3. METHODOLOGY ....................................................................................... 15
3.1. Methodology........................................................................................................................ 15
3.2. Survey site ........................................................................................................................... 19
3.3. Survey process .................................................................................................................... 20

CHAPTER 4: FINDINGS & DISCUSSION ..................................................................... 21
4.1. Summary of survey ........................................................................................................... 21

4.1.1. The ratio of public and private schools in the survey ............................................................................ 21
4.1.2. Gender of parents and children in the survey ......................................................................................... 21
4.1.3. The frequency & ratio of school characteristics choosen by parents in survey ..................................... 23

4.2. Findings from the survey ................................................................................................... 27
4.2.1. The logistic regression results ................................................................................................................ 27
4.2.2. In-depth interview .................................................................................................................................. 32

CHAPTER 5: IMPLICATIONS......................................................................................... 38
5.1. Implications......................................................................................................................... 38
5.2. Limitations and further study ........................................................................................... 40

Appendix 1: Survey questionnaires .................................................................................... 43
Appendix 2: List of in-depth interview questions .............................................................. 51
Appendix 3: Logistic Regression Model............................................................................. 52

1


ACKNOWLEDGMENT
First of all, I would like to send my thankfulness and appriciation to my supervisor
Dr. Nguyen Thuy Anh, Dr. Jun Kawaguchi during the time conducting research.
Without of their guidence and consultations, I would not accurately determine on
the research and my thesis.

Secondly, I would like to express my gratitude to Prof.Okamoto, Dr.Vu Hoang Linh
and Dr. Dang Quang Vinh for giving me feedbacks and advice to complete my
thesis. I also appreciate the support from Japan side, my tutor - Ms. Misaki Sato,
Ms. Sakuma gave me the approriate advise to upgrade my research and presentation
in Japan.

Besides, I would like to say thanks to assisstants Ms.Nguyen Thi Mai Phuong, Ms.
Pham Thu Ha, Ms.Pham Lan Huong for their supporting during the intership in
Japan and my two-year studying at Vietnam Japan University.

It would not make possible if there was no help from parents who conducted my
online survey, even though I do not know them all. Especially, I would like to
express my gratitude to whom gave me time to do an interview with them.

Lastly, I would send great thanks to my family who spends time with me, and
besides me all the time with the best encouragement.


LIST OF FIGURES
Figure 2: Component of model of School Choice ................................................................ 14
Figure 4.1. The ratio of public & private school in the survey ............................................. 21
Figure 4.2. The ratio of parents gender in the survey ......................................................... 22
Figure 4.3. The ratio of children in public schools by gender.............................................. 22
Figure 4.4. The ratio of children in private schools by gender ............................................ 23
Table 4.4. The logistic regression result of the first model second model.......................... 27
Table 4.6. The second model’s classification table.............................................................. 29


LIST OF TABLES
Table 1.1: The number of public and private school, student and student/teacher
ratio..............................................................................................................................6
Table 1.2: Goal of promoting non-public sector in education ....................................7
Table 2. Literature on previous research ...................................................................10
Table 3.1. List of variables used in model ................................................................16
Table 3.2. Table of classification of parents in the in-depth interview.....................20

Table 4.1. The frequency & ratio of school characteristics chosen by parents in
general .......................................................................................................................23
Table 4.2. The frequency & ratio of school characteristics chosen by parents in
Private school ............................................................................................................25
Table 4.3. The frequency & ratio of school characteristics chosen by parents in
Public school .............................................................................................................26
Table 4.4. The logistic regression result of the first model second model ...............27
Table 4.5. The first model‟s classification table .......................................................28
Table 4.6. The second model‟s classification table ..................................................29
Table 4.7. The logistic regression result of the third model .....................................29
Table 4.8: The third model‟s classification table ......................................................30


CHAPTER 1. INTRODUCTION

1.1. Research background
In Vietnam, education is recognized as a national priority as, since 2018, the
government has spent 20% of its budget on education1. Socialization education has
been paid special attention due to an important role in the development of
education, it is a decisive factor for socio-economic development.
In Vietnam, educational socialization was officially introduced since Resolution No.
90/ND - CP (August 21, 1997). In the resolution, directions and guidelines for the
socialization of educational, health and cultural activities have been raised. In
particularly, the expansion of investment sources, utilizing the potentials of human,
material and financial resources in the society, has been emphasized. Also, the
government promotes and uses effectively private resources, creating conditions for
educational development and higher quality. It can be seen that education
socialization refers to the process of transferring educational activities carried out
by the public to private. In other words, socialization of education involves the
process of privatization, transfer of public educational institutions to the private,

individuals implemented under the management of the state. According to Article
16 of the Education Law 2019: All organizations, families, and citizens are
responsible for caring for education, the government plays the leading role,
diversifying types of schools and forms of education. Socializing education needs to
be understood with two basic contents: firstly, mobilizing social resources to
perform educational tasks; secondly, transferring the implementation of the
educational tasks directly performed by the State to non-state organizations and
individuals complying with state regulations, standards and requirements. In the
context of financial shortage from the state budget, the policy of educational
socialization needs to be strengthened, so people can participate in the educational
sector.

1

Article 96, Education Law 2019


In the context of Vietnam's implementation of socialization policies, the number of
private schools has increased.
Table 1.1: The number of public and private school, student and
student/teacher ratio
2014 -2015

Number of
Schools
Number of
Student
Number of
class
Student/teacher

ratio

2015-2016

2016 - 2017

2017 - 2018

Public

Private

Public

Private

Public

Private

Public

Private

schools

school

schools

school

schools

school

schools

school

2327

440

2348

440

2376

435

2393

441

2264503

175416

2250972

174158

2290929

186246

2313315

195249

54672

7592

55151

6822

55887

7070

68869

8642

16.45

12.24

16.37

12.97

16.74

13.41

17.1

13.49

Source: Combined by author based on data of MOET2
According to Resolution No. 35/ND-CP (June 4, 2019) on “strengthened
mobilization of resource in the community for development of education and
training in the 2019 – 2025 period”, which is regarding about strengthening the
mobilization of social resources for investment in education and training
development in the period of 2019 - 2025, there are all forms of private education in
all local with 2,955 establishments (accounting for 6.68% of the 44,228 educational
institutions), 1.35 million students (accounting for 6% of 22.5 million students). For
higher education, there are currently 65 private higher education institutions with
total of 244 thousand students, accounting for 13.8% of the total number of students
nationwide, and there are 5 foreign higher education institutions operating in
Vietnam, training over 5,000 students annual. For vocational education, by the end
of 2018, there are all 1,948 vocational training institutions (including 397 colleges,
519 secondary schools, 1032 vocational education centers), including 677 private
vocational training institutions and foreign-invested vocational training institutions
(accounting for 34.7%).

2

Ministry of Education and Training


Mobilizing social resources for education and training is not a substitution but an
important supplement to the state budget, contributing to increasing the total
investment resources for education and training, improve the efficiency of state
budget use at public facilities.
Table 1.2: Goal of promoting non-public sector in education
2020

2025

Institutions

Students

Institutions

Students

8.75%

8.90%

13.50%

16%

20%

25%

25%

30%

2.30%

2.70%

2.60%

3%

Higher education

28%

18%

30%

22.50%

Vocational Training

35%

Total
Pre-school
Primary – Secondary
school

40%

Sources: Combined by author based on Resolution No.35/ND-CP (4/6/2019)
As can be seen from table 1.2, the goal of promoting the mobilization of social
resources set up by Vietnamese government is to reach 8.75% of nonpublic
educational institutions of the total and 8.9% of students by 2020 and 13.5% and
16% respectively by 2025. Especially, for all level of education, by 2020, the base
rate and the number of students attending private schools reached at 2.3% and 2.6%
respectively; by 2025, the base rate and the number of students attending private
institution is 2.7% and 3%.3
Public schools have been supported by the government while private schools run at
their own expense, the difference between public and private schools is perceived as
quality, facilities, and curriculum, …According to Coleman (1987), private schools
produce better cognitive outcomes, provide a safer, more disciplined and structured
learning environment... So, private schools‟ tuition will be higher than in public
schools. Many studies have investigated the correlation between education and
social mobility, they believe that the more education investment for children, the
better their children's future is, that shows the choice of schools plays an important
role. In Viet Nam, for all level of education, there are two options between public
3

Resolution No.35/ND-CP (4/6/2019) on strengthened mobilization of resource in the community for
development of education and training in the 2019 – 2025 period

and private schools. According to the theory of rational choice, parents will be
rational actor who decides the value preference for their children. However, school
choice depends on many factors such as family background, parent educational
status…Therefore, the study focuses on the factors that influence parents' choice
between public and private schools.
1.2. Research purpose
The purpose of study to find out the determinants of the school choice of parents
between public and private schools (family income, parent educational status,
assessment of information, …) under the context of Viet Nam recently. From the
data estimation, further discussion and recommendation for educational reform is
implemented.
1.3. Significance of study
There are contribution
1.4. Research question
The research is conducted based on the main question:
What are the determinants of school choice between public and private schools in
Ha Noi?
1.5. Hypothesis
The determinants of school choice between public and private schools are: parents‟s
educational background, school characteristics (distance, quality,…). Among these
factors, parents‟s educational background will be the main factor influencing on
parents choice of public and private schools.
1.6. Structure of the thesis
The thesis includes 5 chapters:
Chapter 1: Introduction
Chapter 2: Literature review
Chapter 3: Methodology
Chapter 4: Findings from survey
Chapter 5: Conclusion and implication

CHAPTER 2. LITERATURE REVIEW

2.1. Definition of terms
Privatization is a process that can be defined as “the transfer of activities, assets and
responsibilities from government/public institutions and organizations to private
individuals and agencies” (Shanthi, 2008). Education privatization occurs in one of
the following forms: private provision of education (by private entities, generally
receiving government subsidies), private funding and private regulation, decisionmaking and accountability (education services being monitored by those who
receive the services directly - students and their families).
Socialization: According to the Mouveau Petit Larousse dictionary (1969),
socialization is process of turning productive materials and exchanging them into
public goods. Although there are various different definitions, however, in Vietnam,
the term of "socialization" began from the Resolution of the 4th Central Conference
(Session VII): Socialization policy issues are solved in the spirit of socialization.
Socialization is the process of transferring the contents and tasks of social policies
that the State does not necessarily have to integrate, and shift them to private and
private organizations on the basis of regulations and standards required by
government. In many cases, Gainsborough (2010) defined that “socialization does
imply the involvement of private actors, similar to the term „equitization‟ c phần
hóa) that refers to the gradual privatization of state-owned enterprises”
Socialization Educational Policy: Socializing education is an educational policy
that has been implemented in many countries in the world. Depending on the
country and the stage, this term is understood in many different ways such as
decentralization, long life education, learning society, and community education.
The term of socialization education indicate education for everyone and everyone
doing education.
Public school: “This is a school managed directly or indirectly by a public
education authority, government agency, or governing board appointed by

government or elected by public franchise.” (OECD, 2009). According to Education


Law 2019, public schools are run and gruaranted operational conditions by the state
or government.
Private school: “This is a school managed directly or indirectly by a nongovernment organisation; e.g. a church, trade union, business, or other private
institution.” (OECD, 2009). Private schools are run gruaranted operational
conditions by domestic investors or foreign investors (Education Law 2019).
2.2. Literature review on previous research
Table 2 shows the literature review on previous research, and the contributions and
limitations for each of research paper are pointed out.
Table 2. Literature on previous research
Researcher

Khan.E.A.R,
1

2

Contributions

Methodology

Limitations

Educated parents and

✓Mention

distance of public

only the

school tends parents

Quantitative

send their children to

method: Logit characteristi

Raza.M, 2011, private schools.

physical

Model

c of school

Quantitative

✓The

method:

combine of

Empirical

Family size, parent

Y=β_0+β_1

parent

Research

education, teacher

I+β_2

education is

qualification, school

Ed+β_3

hard to see

performance are the

Fs+β_4

the how

Naeem.U.R,

factors affect parents'

DPbS+β_5

educated

Jangraiz.K,

schooling choice.

SP+β_6

parent

Muhammad.T

From the finding,

WQS+β_7

influences

, Sajjad.T,

private schools should

MOI+β_8

on school

2010.

be encouraged.

LTI+U_i

choice


Quantitative

3

School with higher-

method:

educated parents and

Conditional

✓Focus on

higher-quality schools

logit model,

the school

Thomas.W,

are preferred over

Rank-ordered

characteristi

2015.

others.

logit model

c

goes to school at all.

Quantitative

✓Analyzing

Voucher (or

method:

for all level

Paul.G,

scholarship) should be

Multinomial

of education,

Harry.A.P,

implemented to

Logistic

not focus on

1999.

promote school choice. Model

Parental education is
an important
determinants of who

4

specific level

Discuss about how and
why parent exercise
school choice. From
that, the increasing
attention to vouchers,
tuition tax credits and
Theoretica
5

6

l Research

Ellen B.G,

other policies diminish

✓Analyzing

Kristie.J.R.P,

financial barriers to

under parent

2008.

private school choice.

Qualitative

perspective

The general model of

Research is

school choice is

conducted

presented, two

Quantitative

for many

indicator of

and

years, the

Williams,

socioeconomic status

qualitative

social has

Mary.F, 1983.

and household income

methods

changed

has substantial direct
and indirect effect on
school choice.

Parents consider a
variety of factors that
are specific to their

7

circumstances when

Focusing on

participating in private

literature

school choice, and

review on

they make trade-offs

public

among their

school

preferences based on

choice under

Heidi.H.E,

their experiences and

On-desk

parent's

2017.

needs.

research

perspective
There is a
narrow slice
of the

Quality of education is

population

not only factor but

that engage

parent social network,

in

school visit and talks

elementary

with teachers are
8

Lynn.B, 2004. majority factors.

Qualitative

school

method

choice.
Overview of

9

OECD, 2012.

Overview of public

private

and private school and

school in

implication of policy

On-desk

OECD

on funding schools

research

countries


Source: Combined by author
Working out with the determinants of school choice in parents perpective,
Lynn.B(2004) investigated that social networks play an important role in showing
the decission making of parent, from the information that parents access their
network the accuracy choice would be decided. On this point, Ellen B. Goldring &
Kristie J.R. Phillips (2008) investigated that there are two type of social networks
which are interpersonal network and formal network. Both of them inform the
school choice of parents.
Beside of that, demographic differences was discovered as another factor. In 2011,
Khan Rana Ejaz Ali and Raza Maryam4 published a paper in which they described

that the the child‟s school choice be influence on characteristics of the parents. They
also found that parents with educational background are likely choose private
schools for their children. It explains the educated parents choose private schooling
has positive rate. It is concluded that parents with high education give more expense
to the facilities of the private sector schooling. Further more, educated parents are
likely to have higher income so that it could be understandable that they have more
choice on private school. In addition, some of documents indicated that parents who
get higher educational have tendency of considering the importance of education,
and they are more likely to find out information on the varieties of educational
choices.
Paul.G, Harry.A.P (1999) published on their paper that as incomes of Vietnamese
the more households have countinuing increase, the more parents are willing to
spend on education.
From the table 2, it can be understood that there are huge number of research on
school choice both empirical and theoritical research. The research gap is studied on
the situation in Viet Nam the determinants of school choice between public and
private schools in Ha Noi. Authour will conduct emperical research.

4

Reference


The model of school choice
The model of parental choice is depicted as Figure 2. The model will be utilized to
design the research and analysis.
There are three factors as independent variables: household characteristics, parent
attitudes about schools, previous schooling decisions. These factors are expected to
influence on the choice of a school. Household characteristics affect to other factors
(parents‟ attitudes about schools and previous schooling decisions).

Figure 2: Component of model of School Choice
Source: Parent and School Choice: Household Survey5
In the model there are three factors of parents school-choice. However, one more
factor “children‟s will and characteristic” is added more on the model, as finding be
pointed out that “children are choosing schools rather than their parents” (Mainda,
2001). This is factor designed in questionnaires by question that wherether or not
parents consult with children before they send their child to high school that they
choose.

5

Mary.F Williams, Parents and school choice: Household Survey (1983)


CHAPTER 3. METHODOLOGY

The research is conducted with mixed-method: qualitative method and quantitative
method. The quantitative method is used to estimate what is the main factor
influence on school choice between public and private schools based on secondary
data. The data from survey will be employed and processed through SPSS software,
and binomial logit model and will be applied for analysis. The independence
variables are anticipated: mother‟s schooling, father‟s schooling, household
expenditure for education, household size, …
3.1. Methodology
There are number of factors influence on the parents‟ choice in selection of schools.
In modelling the school choice, we assume that there are two choice for highschool: private schools and public schools. The dependent variable in this research
is school choice between public and private schools, which is defined as:
-

Public school: Y = 1

-

Private school: Y = 0

If p is the probability that the parents choose public school
then 1-p will be the probability of choosing private school.
The standard of model is:
P (Y=1) = f ( )
Where:
Y: Choice between public school or private school
: Vector of coefficients
Y = ln (p/1-p)
As in this study we have:
Y= CHOICE = f(CGen, MEdu, Fedu, HhPCY, HhSiz, SchRep, TchQua, SchFac,
LagPro, Dist, Fee, SchSer, EntRa, AcRate, ChilCa)
We have the empirical form of the model as below:


Y=

Table 3.1. List of variables used in model
Variables

Definition

Value

1 if child goes to public

Dummy Variables

school, 0 if private

1: Public school

school

0: Private school

Dependent Variables

Y (Choice of parents)
Explanation Variables

Child Characteristics
Dummy Variables

CGen (Child's gender)

1 if child is male, 0:

1: male

other

0: others

Household

Characteristics
Dummy Variables
1: Primary school
2: Secondary school
Father's education in

3: High school

FEdu (Father's

completed years of

4: Undergraduate level

education)

education

5: Graduated level
Dummy Variables
1: Primary school
2: Secondary school

Mother's education in

3: High school

MEdu (Mother's

completed years of

4: Undergraduate level

education)

education

5: Graduated level


Dummy Variables
1: Under 20 million VND
2: From 20 million VND to
40 million VND
3: From 40 million VND to
60 million VND
4: From 60 million VND to
80 million VND
Sala

Family Salary

5: Upper 80 million VND

Characteristic of school
Dummy variables
4: Extremely Important
SchRep

School reputation

3: Very important
2: Moderately important
1: Slightly important
0: No more at all important
Dummy variables
4: Extremely Important

TeaQua

Teacher Qualification

3: Very important
2: Moderately important
1: Slightly important
0: No more at all important
Dummy variables
4: Extremely Important

SchFac

School facilities

3: Very important
2: Moderately important
1: Slightly important
0: No more at all important


Dummy variables

4: Extremely Important
LagPro

Language program

3: Very important
2: Moderately important
1: Slightly important
0: No more at all important
Dummy variables
4: Extremely Important

Dist

Distance of school from 3: Very important
the house

2: Moderately important
1: Slightly important
0: No more at all important
Dummy variables
4: Extremely Important

Fee

Fee of school

3: Very important
2: Moderately important
1: Slightly important

0: No more at all important
Dummy variables
4: Extremely Important

SchSer

Service of school

3: Very important
2: Moderately important
1: Slightly important
0: No more at all important
Dummy variables
4: Extremely Important

EntRa

Entrance Ratio

3: Very important
2: Moderately important
1: Slightly important


0: No more at all important

Dummy variables
4: Extremely Important
AcRate

University

Acceptance 3: Very important

rate

2: Moderately important
1: Slightly important
0: No more at all important
Dummy variables
4: Extremely Important

ChilCa

Children Capacity

3: Very important
2: Moderately important
1: Slightly important
0: No more at all important
Source: Listed by author

The qualitative method is designed with in-depth interview to clarify parent‟s
decision of school choice for their children. The questionnaires are created based on
the component of school choice model which is introduced in literature review, and
Likert scale will be used to measure for each factor. The survey was planned to
conduct in Ha Noi with the aim of interviewing 9 parents who have children are
student in public schools or private schools.
3.2. Survey site
Hanoi is the capital of Viet Nam with the area of over 3000 square kilometre, and

the estimated population of over 8 million, it is the second largest city in Vietnam.
Located in the northwest of the red river delta, Ha noi is the commercial, cultural,
and educational centre of Northern Vietnam. The nominal GDP of Ha Noi is
estimated about US$32.8, it is considered the second most productive economic
center of Vietnam. Beside of that, Ha Noi is the largest center of education in Viet


Nam, and most of university in Viet Nam are located in Ha Noi. For the high school
level, there are the majority of public high school in Ha Noi.
Ha Noi is chosen as a case study for some reasons. Firstly, Hanoi is the capital of
Vietnam, which has 30 districts with both rural and urban areas, thus, it can be used
to analyze regional and geographical differences in school choice. Secondly, Hanoi
has a high number of private schools (33%) out of all high schools, much more than
other cities in Vietnam so it is suitable for analysis.
3.3. Survey process
As planned, the survey will be conducted at 10 public and private schools in Hanoi.
However, due to the outbreak of Covid-19, an online survey was conducted instead.
The method used in data collection is the snowball method. The survey was
conducted from April 17th to May 5th, and out of the 162 questionnaires collected,
8 questionnaires could not be utilized due to incorrect and illogical information.
Thus, 154 valid answers can be used for analysis.
For the in-depth interview, each interview was taken place in 20 minutes for further
information which could explain detail the choice between public and private schools.
Due to the effect of Covid-19, the author could not arrange direct meetings with
informants, instead of that, the author connected to parents who are willing to join the
in-depth interview by the phone call that supplied by them in the online
questionnaires. The interview be conducted with nine parents, three parents have
children in private schools, and the rest are parents who have children in public
schools.
The table below is the classification of interviewees by the region and type of school.

Table 3.2. Table of classification of parents in the in-depth interview
Urban area

Rural area

Total

Public school

4

2

6

Private school

2

1

3

Total

6

3

9

CHAPTER 4: FINDINGS & DISCUSSION
4.1. Summary of survey
4.1.1. The ratio of public and private schools in the survey
The number of students attending public schools in Hanoi is the majority (69%)
over private school (31%), this can be seen through some reasons: the number of
private schools in Hanoi (73 schools) is a half of the number of public schools (147
schools), and the number of students per class of private schools is less than public
schools.
Public school

Private school

31%

69%

Figure 4.1. The ratio of public & private school in the survey
Source: Collected by author
4.1.2. Gender of parents and children in the survey
The chart below shows that 85% of the participants are mothers of high school
students, while the remaining 15% are fathers. This can be understood that in
Vietnamese culture particularly, mothers are more concerned about their children‟s
education than their fathers.


Male

Female

15%

85%

Figure 4.2. The ratio of parents gender in the survey
Source: Collected by author

The chart shows the ratio of students attending public and private schools by
gender. We can see that the percentage of female students attending public schools
(56%) is larger than male students attending private schools (44%).
Male (public)

Female (public)

44%
56%

Figure 4.3. The ratio of children in public schools by gender
In contrast to this, in the case of private schools which have 82% of male students
going to private schools while only 18% of female students going to private
schools.


Male (private)

Female (private)

18%

82%

Figure 4.4. The ratio of children in private schools by gender
Source: Collected by author
From the ratio of children in public and private schools by gender, it seems that
female students are likely to attend public schools rather than private schools.
Nevertheless, male students are likely to attend private schools rather than public
schools.
4.1.3. The frequency & ratio of school characteristics choosen by parents in
survey
The descriptive statistic table 4.1 shows that in general, there are three factors that
parents concerned most in choosing schools for their children: school is suitable for
children's ability, teacher qualification, and university acceptance rate.
Table 4.1. The frequency & ratio of school characteristics chosen by parents in
general
Extremely
Important

Very important

Moderately

Slightly

No more at all

important

important

important

Frequency Ratio Frequency Ratio Frequency Ratio Frequency Ratio Frequency Ratio
School
reputation

60

41.38

74

51.03

11

7.59

0.00

0.00