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| Preface | |
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| About the editors | |
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| Institutional contexts and effectiveness of schooling | |
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| Introduction | |
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| A conceptual presentation of assumed relationships | |
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| Institutional contexts of education systems | |
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| Public/private sector effects | |
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| Type of funding of public and private education | |
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| Governance of public and private education | |
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| Choice and community in public and private education | |
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| The within-country public/private sector model | |
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| Objectives and design of the international project | |
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| Acknowledgements | |
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| Selection and definition of indicators | |
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| Introduction | |
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| Selection and description of six indicators of institutional context | |
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| Funding of schools | |
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| Indicators of types of governance | |
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| Indicators of freedom of school choice | |
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| Country reports: education systems in Europe | |
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| Introduction | |
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| Spain | |
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| Country profile | |
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| Characteristics of Spanish compulsory education | |
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| Public and private schools: key characteristics | |
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| Scotland | |
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| Country profile | |
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| Characteristics of Scottish compulsory education | |
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| Public and private schools: key characteristics | |
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| Sweden | |
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| Country profile | |
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| Characteristics of Swedish compulsory education | |
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| Public and private schools: key characteristics | |
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| Portugal | |
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| Country profile | |
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| Characteristics of Portuguese compulsory education | |
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| Public and private schools: key characteristics | |
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| The Netherlands | |
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| Country profile | |
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| Characteristics of Dutch compulsory education | |
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| Public and private education: key characteristics | |
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| Ireland | |
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| Country profile | |
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| Characteristics of Irish compulsory education | |
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| Public and private schools: key characteristics | |
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| Germany | |
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| Country profile | |
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| Characteristics of German compulsory education | |
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| Public and private schools: key characteristics | |
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| France | |
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| Country profile | |
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| Characteristics of French compulsory education | |
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| Public and private schools: key characteristics | |
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| England | |
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| Country profile | |
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| Characteristics of compulsory education in England | |
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| Public and private education: key characteristics | |
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| Denmark | |
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| Country profile | |
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| Characteristics of Danish compulsory education | |
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| Public and private schools: key characteristics | |
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| Belgium (French) | |
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| Country profile | |
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| Characteristics of Belgium (French) compulsory education | |
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| Public and private schools: key characteristics | |
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| Belgium (Flemish) | |
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| Country profile | |
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| Characteristics of Belgium (Flemish) compulsory education | |
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| Public and private schools: key characteristics | |
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| Austria | |
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| Country profile | |
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| Characteristics of Austrian compulsory education | |
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| Public and private schools: key characteristics | |
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| Quality and equity of European education | |
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| Introduction | |
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| Distribution of public and private education | |
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| Fair comparisons of public and private schools'' performance | |
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| Choice of quality assessment criteria | |
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| International comparison | |
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| Overview of TIMSS mathematics assessment | |
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| Methodology | |
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| Comparison of quality and equity across European countries | |
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| The outcomes within a broader perspective | |
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| Interpreting our results in comparison to PISA outcomes | |
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| Educational expenditure | |
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| Configurations of institutional contexts | |
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| Introduction | |
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| Configuration theory and multidimensional scaling | |
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| Towards dimensions of institutional contexts | |
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| Interpretation of configurations | |
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| Four configurations of institutional contexts | |
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| Public and private schools | |
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| Reflections and explanations | |
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| Introduction | |
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| Size and funding of public and private education | |
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| Grant-aided private versus "truly" private education | |
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| Selectivity of the country''s education system | |
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| Equity in education | |
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| The specific distribution of public and private schools | |
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| Govern | |