School autonomy and educational performance: within-country evidence
AbstractThis paper shows the value of school autonomy for educational performance. To fully capture the informational advantage of local actors, we define school autonomy as the operational empowerment of the principals and teachers. The Flemish secondary school system in Belgium is analyzed as it is has a long history of educational school autonomy, but considerable variation between schools in school staff empowerment. Combining detailed school level and pupil level data from the PISA 2006 study with a semiparametric hierarchical model, we find strong indications that operational school autonomy is associated with high educational performance if appropriate accountability systems are active. Sensitivity tests show that both low and high-performers benefit from this kind of school autonomy.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by Université catholique de Louvain, Center for Operations Research and Econometrics (CORE) in its series CORE Discussion Papers with number 2010082.
Date of creation: 01 Dec 2010
Date of revision:
Contact details of provider:
Postal: Voie du Roman Pays 34, 1348 Louvain-la-Neuve (Belgium)
Fax: +32 10474304
Web page: http://www.uclouvain.be/core
More information through EDIRC
educational performance; PISA; school autonomy; educational production function; semiparametric;
Find related papers by JEL classification:
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-02-12 (All new papers)
- NEP-EDU-2011-02-12 (Education)
- NEP-LAB-2011-02-12 (Labour Economics)
- NEP-URE-2011-02-12 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Ludger Woessmann, 2006.
"Efficiency and Equity of European Education and Training Policies,"
CESifo Working Paper Series
1779, CESifo Group Munich.
- Ludger Wößmann, 2008. "Efficiency and equity of European education and training policies," International Tax and Public Finance, Springer, vol. 15(2), pages 199-230, April.
- Ludger Wöbmann & Elke Lüdemann & Gabriela Schütz & Martin R. West, 2007. "School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003," OECD Education Working Papers 13, OECD Publishing.
- Ludger WöÂßmann, 2000.
"Schooling Resources, Educational Institutions, and Student Performance: The International Evidence,"
Kiel Working Papers
983, Kiel Institute for the World Economy.
- Ludger Woesmann, 2003. "Schooling Resources, Educational Institutions and Student Performance: the International Evidence," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 65(2), pages 117-170, 05.
- Winfried Pohlmeier & Luc Bauwens & David Veredas, 2007. "High frequency financial econometrics. Recent developments," ULB Institutional Repository 2013/136223, ULB -- Universite Libre de Bruxelles.
- Hoxby, Caroline M., 1999. "The productivity of schools and other local public goods producers," Journal of Public Economics, Elsevier, vol. 74(1), pages 1-30, October.
- Ludger Woessmann, 2010. "Institutional Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries," Journal of Economics and Statistics (Jahrbuecher fuer Nationaloekonomie und Statistik), Justus-Liebig University Giessen, Department of Statistics and Economics, vol. 230(2), pages 234-270.
- Belleflamme,Paul & Peitz,Martin, 2010. "Industrial Organization," Cambridge Books, Cambridge University Press, number 9780521681599, December.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Alain GILLIS).
If references are entirely missing, you can add them using this form.