Pupils writing a paper as part of their final matric exams at Groote Schuur High School in Cape Town. Photo: Wikus de Wet/Foto24/Gallo Images 
Every year when the matric results are released, we see that the results achieved by candidates who write the Independent Examinations Board (IEB) exams are better than those doing the public National Senior Certificate exams.
The performance debate between public and private schooling continues to interest parents, because every parent wants the best for their child.
Many private schools write the IEB, International Baccalaureate or Cambridge exams, whereas public schools write the national exams. Public schools vary widely, with some partially funded by parent fees, offering a middle ground in terms of fees and resources.
Private schools may provide more extracurricular options, but are often more expensive. The 2023 Department of Basic Education’s Schools Performance listed 81 schools that achieved a 100% pass mark, and 41 of these were independent schools.
The question of whether independent schools do outperform public schools and add value is shaped by factors such as location, socioeconomic context and the criteria used for evaluation. Certainly, when you look at the evidence, independent schools often seem to excel, particularly when judged by standardised test scores. Some argue, however, that this apparent advantage is tied to factors such as selective admissions, greater financial resources and the socioeconomic status of the families they serve.
When researchers dig deeper, use value-added metrics and look at how much a school improves pupil performance over time, the gap between public and independent schools narrows. In some situations, public schools match or surpass independent schools when socioeconomic differences are accounted for.
One undeniable advantage independent schools have is their access to resources. These schools also have more freedom to design innovative curriculums and programmes that cater to specific interests or needs. In contrast, public schools, especially those in poorer areas, often struggle with resource constraints. Their curriculums are prescribed by government curriculum frameworks and testing requirements.
The low student-to-teacher ratios in the more expensive independent schools allow for a more personalised approach to education. Public schools serve a broader range of pupils, including those with diverse learning needs and those from disadvantaged backgrounds.
It is important to note that the inequalities hampering the education environment are also present in the independent school sector. There are wealthy schools that charge very high fees and there are also low-fee independent schools that largely depend on the government subsidy, as they serve poorer communities.
The long-term outcomes of independent school education are impressive. Graduates tend to have higher rates of university attendance and professional success.
But it can be argued that this success may be attributed to the advantages these students already have before enrolling in these schools. Studies show that public school pupils from similar socioeconomic backgrounds often achieve comparable results, suggesting that the “value” added by independent schools might not always be as transformative as it appears.
Pupils writing a paper as part of their final matric exams at Groote Schuur High School in Cape Town. (Photo: Wikus de Wet / Foto24 / Gallo Images)
In his article “Investigating the Performance of Independent Schools in South Africa”, Stephen Taylor explores the differences in educational outcomes between independent and public schools in the country. His study investigates whether independent schools genuinely provide superior academic results or if other systemic factors, such as socioeconomic status, school resources and teacher quality, contribute to the observed outcomes.
The findings reveal that independent schools generally outperform public schools in standardised assessments. However, this is largely influenced by the socioeconomic backgrounds of pupils enrolled in these schools. Pupils from wealthier families often have access to additional educational support and resources. This underscores the importance of considering external factors when comparing the performance of independent and public schools.
Another significant finding in Taylor’s study is the disparity in resource allocation. More affluent independent schools typically enjoy better infrastructure, smaller class sizes and a wider range of teaching materials. These resources not only enhance the learning experience, but also contribute to the academic success of pupils. The game changer may be that the accountability levels are higher because parents directly interact with teachers to ensure they get their return on investment.
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Teacher quality emerges as another critical factor in the study. Teachers in independent schools often have higher qualifications and greater access to professional development opportunities compared with their counterparts in public schools.
Interestingly, the article notes that the performance gap between independent and public schools is not absolute. There are some instances where well-managed and adequately resourced public schools achieve results on par with or even better than those of independent schools. This suggests that effective leadership, targeted resource allocation and improved teacher training could significantly enhance the performance of public schools.
Taylor underlines the importance of addressing inequalities in resource distribution and teacher development to bridge the gap in educational outcomes. Although independent schools offer valuable lessons in resource use and teacher quality, the goal should be to ensure equitable access to quality education in all school types in South Africa. By addressing systemic disparities, the country can work towards a more equitable and effective education system that benefits all pupils, regardless of their socioeconomic status or school type.
The answer to whether independent schools outperform public schools and add value depends on perspective. They undoubtedly provide excellent opportunities and outcomes for their pupils, but they can be expensive. Most public schools serve a range of pupils and play an important role in fostering social cohesion. The challenge is for both sectors to contribute meaningfully to the national goal of providing quality education for each child. DM
Mark Potterton is director of the Three2Six Refugee Children’s Education Project. Mduduzi Qwabe is the deputy director of policy, advocacy and government relations at the Catholic Institute of Education.
This story first appeared in our weekly Daily Maverick 168 newspaper, which is available countrywide for R35.
