A new analysis by the right-wing think tank CEPOS indicates that Danish municipalities could save billions of DKK and improve academic levels in public schools by increasing resource efficiency. The think tank suggests that many public schools are not maximizing their available resources and that significant improvements could be achieved without additional funding. The analysis highlights the potential for self-governing models in public schools, drawing comparisons with independent primary schools, which CEPOS finds to be more effective at utilizing resources.

CEPOS’s research head, Karsten Bo Larsen, emphasizes the importance of providing parents with insight into their children’s school performance and the potential for improvement. The analysis compares school costs with their ability to raise students’ grade point averages, accounting for factors like parental background and income. The findings suggest that independent primary schools often outperform public schools in resource utilization, even after adjusting for socio-economic differences.

SF’s education spokesperson, Sigurd Agersnap, agrees in part with CEPOS, believing that greater freedom for schools to create unique profiles and teaching methods could raise academic levels and increase parent satisfaction. This could involve dropping standardized tests, emphasizing specific subjects like science, or incorporating outdoor education. The School and Parents Association, while open to learning from successful schools, expresses concern that self-governing models could lead to greater quality disparities between schools.

CEPOS’s analysis points out that six of the seven schools with the best resource utilization are independent primary schools, with only one public school, Peder Lykke School in Copenhagen, among the top performers. The think tank suggests that the competition faced by independent schools, which risk bankruptcy if they underperform, provides a strong incentive for efficiency. The Danish Association of Municipalities has declined to comment on the analysis or the proposal for self-governing public schools.