The aim of this paper is twofold. First, we show that despite students’ disadvantaged backgrounds and despite not having more financial resources than similar schools, there are schools in Chile that serve low income students and that obtain superior academic outcomes. Second, we present qualitative evidence to identify school and classroom processes that might explain
When are public-private partnerships (PPPs) better than conventional provision and regulated privatization? And should PPP contracts be structured and governed when this is the case?We show that the defining features of a PPP are (i) bundling of construction and operation, (ii) private but temporary ownership of assets and (iii) intertemporal risk sharingwith the public sector.