The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.
Does school autonomy make sense everywhere? Panel estimates from PISA
Abstract
Decentralization of decision-making is among the most intriguing recent school reforms, in part because countries went in opposite directions over the past decade and because prior evidence is inconclusive. We suggest that autonomy may be conducive to student achievement in well-developed systems but detrimental in low-performing systems. We construct a panel dataset from the four waves of international PISA tests spanning 2000-2009, comprising over one million students in 42 countries. Relying on panel estimation with country fixed effects, we identify the effect of school autonomy from within-country changes in the average share of schools with autonomy over key elements of school operations. Our results show that autonomy affects student achievement negatively in developing and low-performing countries, but positively in developed and high-performing countries. These results are unaffected by a wide variety of robustness and specification tests, providing confidence in the need for nuanced application of reform ideas.
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Pritchett, L. H., Gauthier, B., Devarajan, S., Filmer, D. P., Commins, S. K., Hammer, J. S., Shah, S., Soucat, A. L. B., & Aḥmad, J. (2003) · Cited by 1,517
The Failure of Input‐based Schooling Policies
Hanushek, E. A. (2003) · The Economic Journal · doi:10.1111/1468-0297.00099 · Cited by 1,164
Self-citationSchooling Resources, Educational Institutions and Student Performance: the International Evidence
Wößmann, L. (2003) · Oxford Bulletin of Economics and Statistics · doi:10.1111/1468-0084.00045 · Cited by 823
How the world’s most improved school systems keep getting better
Ng, P. T. (2011) · Journal of Educational Change · doi:10.1007/s10833-011-9174-x · Cited by 641
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Fuchs, T., & Wößmann, L. (2007) · Empirical Economics · doi:10.1007/s00181-006-0087-0 · Cited by 557
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Cited by
The Importance of School Systems: Evidence from International Differences in Student Achievement
Woessmann, L. (2016) · Journal of Economic Perspectives · doi:10.1257/jep.30.3.3 · Cited by 251
Self-citationFernández-Gutiérrez, M., Gimenez, G., & Calero, J. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103969 · Cited by 225
School-based management: Arab education system in Israel
Arar, K., & Abu-Romi, A. (2016) · Journal of Educational Administration · doi:10.1108/jea-09-2014-0118 · Cited by 53
School Governance and Student Achievement: Cross-National Evidence From the 2015 PISA
Luschei, T. F., & Jeong, D. W. (2021) · Educational Administration Quarterly · doi:10.1177/0013161x20936346 · Cited by 30
Addressing cross-national generalizability in educational impact evaluation
Hanushek, E. A. (2021) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2020.102318 · Cited by 20
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Metadata
- Authors
- Hanushek, E. A., Link, S., & Woessmann, L.
- Venue
- Journal of Development Economics
- Publisher
- Elsevier BV
- Published
- 2013-09
- Volume
- 104
- Pages
- 212-232
- ISSN
- 0304-3878 (ISSN-L)
- OpenAlex
- W3122301682
- Cited by
- 409
- References
- 39
- FWCI
- 74.10
- Type
- journal article
- Language
- en
- Open access
- closed
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