Comparative analysis of academic performance differences between public and private secondary schools: A systematic review of literature

Abstract

This study explored factors behind differences in academic performance between public and private secondary schools. It focused on school-level, teacher-related, and socioeconomic influences. The current research was based on the Education Production Function Theory. A systematic review of 18 peer-reviewed studies published from 2005 to 2025 was conducted. The studies covered global and African contexts. Databases, such as Scopus, Dimensions, and Web of Science, were searched using terms related to academic achievement, secondary education, and school type. Only studies involving secondary school students and teachers that reported measurable outcomes on performance gaps were included. Data were analyzed thematically, and recurring patterns were identified using inductive coding. The findings showed that private schools often achieved higher results, particularly in mathematics, science, and literacy. This performance was linked to better learning resources, smaller class sizes, motivated teachers, and effective management practices. Socioeconomic status and parental involvement reinforced these advantages. Public schools faced challenges such as limited resources and weaker home support. The results indicate that school capacity, teacher quality, and household conditions, rather than school type alone, shape performance differences. The study recommends that policymakers improve resource allocation, strengthen teacher supervision, and enhance parental engagement in public schools.