School Accountability, Autonomy and Choice Around the World

By Ludger Woessmann, Elke Luedemann, G. Schuetz, Martin R. West. 2009

180 citations recorded by the source corpus.

Accountability, autonomy and choice are now the watchwords of education reformers around the globe. This book presents new evidence from the Programme for International Student Assessment (PISA) test on whether students perform better in school systems with such institutional measures in place. It also provides a theoretical framework for considering these reforms and summarizes previous international evidence. The results confirm that various policies promoting accountability, autonomy and choice are strongly associated with higher achievement for students from both disadvantaged and advantaged backgrounds. In particular, choice through public funding for private schools is associated with both higher performance overall and higher equality of opportunity.

Subfields: Demography, Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/18311e26d07f699cb942ea0de54d45ba776a4149

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Demography

In Education

In Political Science and International Relations

Citations in the corpus

The Importance of School Systems: Evidence from International Differences in Student Achievement (2016, methodology): “On the second aspect, several institutional features of school systems are strongly associated with student achievement in the model of Table 1 (see also Woessmann (2003b); Fuchs and Woessmann (2007); Woessmann et al. (2009)).”
The economic case for education† (2016, background): “Student outcomes are indeed substantially higher in countries with larger shares of privately managed, but publicly funded schools (see, among others, Woessmann et al. 2009; West and Woessmann 2010).”
Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA (2011, unknown): “9 For examples of existing investigations of institutions – and particularly of autonomy – across countries, see Woessmann (2003, 2005), Fuchs and Woessmann (2007), and Woessmann et al. (2009). 10 An early discussion of the underlying concept can be found in Gustafsson (2006).”
How Much Do Educational Outcomes Matter in OECD Countries? (2011, background): “The international evidence clearly suggests that school autonomy, in particular local autonomy over teacher salaries and course content, is only effective in school systems that have external exams (Woessmann, 2005b, 2007b; Fuchs and Woessmann, 2007; Woessmann et al., 2009).”
Curricular Tracking and Central Examinations: Counterbalancing the Impact of Social Background on Student Achievement in 36 Countries (2014, result): “Although some research suggests an equalizing effect of central exams on student performance (Bishop 1997; Gamoran 1996), other research indicates that the positive effect of central exams on student performance is slightly smaller for low-SES students, indicating an increase in inequality (Wössmann”
Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation (2012, unknown): “…(3) of Table 4).32 The second-stage estimate of the growth model confirms our 27 Data on external exit exams are available for 43 countries in Woessmann et al. (2009), who update Bishop (2006)’s collection from reviews of comparative-education studies, educational encyclopedia, government…”
Economic Mobility and the Rise of the Latin American Middle Class (2012, background): “literature that looks at correlations of policies and institutional variables and different proxies of intergenerational mobility across countries, including Woessmann et al. (2009) and Causa and Chapuis (2009), both focused on OECD countries, and Ferreira and Gignoux (2011) for both OECD and non-OE”