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International evidence on school competition, autonomy, and accountability: A review

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  • Wößmann, Ludger

Abstract

This article reviews evidence from four international student achievement tests on the effects on student performance of competition from privately managed schools, schools’ freedom to make autonomous decisions, and accountability introduced by external exit exams. The multivariate cross-country regressions are performed at the level of individual students and control for extensive family and school background information. The results reveal that students perform better in countries with more competition from privately managed schools, in countries where public funding ensures that all families can make choices, in schools that have freedom to make autonomous process and personnel decisions, where teachers have both freedom and incentives to select appropriate teaching methods, where parents take interest in teaching matters, and where school autonomy is combined with external exams that provide an information basis allowing for well-informed choices and holding schools accountable for their autonomous decisions. Copyright

Suggested Citation

  • Wößmann, Ludger, 2007. "International evidence on school competition, autonomy, and accountability: A review," Munich Reprints in Economics 19649, University of Munich, Department of Economics.
  • Handle: RePEc:lmu:muenar:19649
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    Cited by:

    1. Ludger Wößmann, 2009. "International Evidence on School Tracking: A Review," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 7(1), pages 26-34, 04.
    2. Giuseppe Bertola & Paolo Sestito, 2011. "A Comparative Perspective on Italy's Human Capital Accumulation," Quaderni di storia economica (Economic History Working Papers) 06, Bank of Italy, Economic Research and International Relations Area.
    3. W. Bentley MacLeod & Miguel Urquiola, 2009. "Anti-Lemons: School Reputation and Educational Quality," NBER Working Papers 15112, National Bureau of Economic Research, Inc.
    4. repec:spr:qualqt:v:51:y:2017:i:3:d:10.1007_s11135-016-0328-z is not listed on IDEAS
    5. Tommaso Agasisti & Sergio Longobardi & Andrea Regoli, 2014. "Does public spending improve educational resilience? A longitudinal analysis of OECD-PISA data," Working papers 3, Società Italiana di Economia Pubblica.
    6. Felipe Barrera-Osorio & Dario Maldonado & Catherine Rodríguez, 2012. "Calidad de la educación básica y media en Colombia: diagnóstico y propuestas," DOCUMENTOS DE TRABAJO 010078, UNIVERSIDAD DEL ROSARIO.
    7. Cordero, José Manuel & Cristobal, Victor & Santín, Daniel, 2017. "Causal Inference on Education Policies: A Survey of Empirical Studies Using PISA, TIMSS and PIRLS," MPRA Paper 76295, University Library of Munich, Germany.
    8. Woessmann Ludger, 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), De Gruyter, vol. 230(2), pages 234-270, April.
    9. repec:spr:jopoec:v:30:y:2017:i:4:d:10.1007_s00148-017-0643-2 is not listed on IDEAS
    10. repec:eee:injoed:v:61:y:2018:i:c:p:155-172 is not listed on IDEAS

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