biostudies-literatureRowan BNICHD NIH HHS103076https://www.ebi.ac.uk/biostudies/studies/S-EPMC12646572biostudies-literatureUnknown109This study uses a theoretical perspective known as organizational institutionalism to explain the higher test scores observed among private school students in Nepal. We argue that the differing "institutional charters" of public and private schools in Nepal result in different forms of school governance, external monitoring, and instructional practice in public and private schools and that these organizational features of schooling affect students' learning outcomes. Empirical analyses presented in the paper show that public and private schools in Nepal do show expected differences in school governance, external monitoring, and instructional practice, but that only the instructional practice variable positively affects student achievement.International journal of educational developmentThe Relevance of Governance, External Monitoring, and Instructional Quality to Public-Private School Differences in Student Achievement in the Western Chitwan Valley of Nepal: An Exploratory Analysis.PMC12646572P2C HD041028Ghimire DJSharma URowan BSchulz PfalseThe Relevance of Governance, External Monitoring, and Instructional Quality to Public-Private School Differences in Student Achievement in the Western Chitwan Valley of Nepal: An Exploratory Analysis.This study uses a theoretical perspective known as organizational institutionalism to explain the higher test scores observed among private school students in Nepal. We argue that the differing "institutional charters" of public and private schools in Nepal result in different forms of school governance, external monitoring, and instructional practice in public and private schools and that these organizational features of schooling affect students' learning outcomes. Empirical analyses presented in the paper show that public and private schools in Nepal do show expected differences in school governance, external monitoring, and instructional practice, but that only the instructional practice variable positively affects student achievement.2024-01-01T00:00:00Z2024 Sep2026-06-06T15:56:20.597Z2026-06-02T03:09:52.263ZS-EPMC126465724130662510.1016/j.ijedudev.2024.103076