Does Local School Control Raise Student Outcomes? Evidence on the Roles of School Autonomy and Parental Participation

Gunnarsson, Victoria; Orazem, Peter F.; Sanchez, Mario A.; Verdisco, Aimee

doi:10.1086/605209

Cited by 36 publications

(39 citation statements)

References 25 publications

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“…These studies link successful decentralization reforms with well-established institutional arrangements conducive to autonomy and parental participation (Eskeland and Filmer 2007;Madeira 2007;Hanushek, Link, and Woessmann 2011). The location of such institutional arrangements, in turn, is correlated with the income and education level of the community (Gunnarsson et al 2009). In particular, using multiple rounds of data for 42 countries, Hanushek, Link, and Woessmann (2011) found that high-income countries benefit from autonomous schools but developing and low-performing countries may be affected negatively by autonomy.…”

Section: Decentralization and Quality: Lessons From Other Countriesmentioning

confidence: 99%

Introduction: A Regional Overview

Letchamanan¹

2018

Education in South Asia and the Indian Ocean Islands

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Section: Decentralization and Quality: Lessons From Other Countriesmentioning

confidence: 99%

Introduction: A Regional Overview

Letchamanan¹

2018

Education in South Asia and the Indian Ocean Islands

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“…What many analytical studies have revealed over the course of time is that decentralization's impact on a variety of desired outcomes is mixed, with some showing that decentralization helped to bring about the desired objectives of the effort (Galiani & Schargrodsky, 2001;Faguet, 2004), some showing that decentralization had no impact at all on the desired outcomes (Behrman, Deolalokar, & Soon, 2002;Pritchett & Pande 2006), and some showing a mix of the two (King & Ozler, 1998;Gunnarsson, Orazem, Sanchez, & Verdisco, 2004;Ahmad, Devarajan, Khemani, & Shah, 2005;De Grauwe et al, 2005;Ekpo, 2007;Winkler & Yeo, 2007;Ahmad & Brosio, 2009). Education decentralization's mixed results can be attributed to a number of factors.…”

Section: Literature Reviewmentioning

confidence: 99%

Decentralization for High-Quality Education: Elements and Issues of Design

Healey¹,

Crouch²

2012

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This PDF document was made available from www.rti.org as a public service of RTI International. More information about RTI Press can be found at http://www.rti.org/rtipress. RTI International is an independent, nonprofit research organization dedicated to improving the human condition by turning knowledge into practice. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peer-reviewed by at least two independent substantive experts and one or more Press editors. All rights reserved. This report is protected by copyright. Credit must be provided to the author and source of the document when the content is quoted. Neither the document nor partial or entire reproductions may be sold without prior written permission from the publisher.The views and opinions expressed in this occasional paper are those of the authors and do not necessarily represent the views of RTI International or the Global Partnership in Education. AbstractThe impact of education decentralization on high-quality education has been mixed at best. This can be attributed to a variety of factors including decentralization itself, ineffectual implementation, political-economic friction, and poor design. This paper focuses largely on the issue of design, contending that if governments or donors aim to decentralize education systems, or parts thereof, for the purpose of high-quality education, the system must be designed to do so. Only then might there be some chance of it actually happening. In this paper we put forth a methodology for designing a high-quality decentralized education system and discuss the ways in which that design can be used to support the planning process aimed at bringing about the design.

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“…With regard to education policy implementation in the US, federal and state policies are often left to the discretion of individual school districts to determine how they should be implemented (Gunnarsson, Orazem, Sanchez & Verdisco, 2009). While there are pros with autonomy or local control for districts, it can also be burdensome for schools to come up with programs and the necessary resources (Dillon, 2011).…”

Section: Introductionmentioning

confidence: 99%

Identifying scalable policy solutions: A state-wide cross-classified analysis of factors related to early childhood literacy

Vagi

Collins

Clark

2017

EPAA

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Given the critical role that literacy plays in children’s academic and personal development, policymakers have increasingly focused on policies related to early childhood literacy, particularly among poor and minority students. In this study, authors use a census of data from Arizona, a state with a large and growing population of traditionally low-performing demographic groups, to identify school, district, and community health factors that plausibly influence third grade literacy rates. Authors find two independent measures of student attendance related to school-level reading achievement after controlling for a variety of factors that have been identified in previous studies of student achievement. The findings indicate that policies aimed at increasing school-level attendance rates may be effective and inexpensive approaches to increasing childhood literacy rates.

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Does Local School Control Raise Student Outcomes? Evidence on the Roles of School Autonomy and Parental Participation

Cited by 36 publications

References 25 publications

Introduction: A Regional Overview

Introduction: A Regional Overview

Decentralization for High-Quality Education: Elements and Issues of Design

Identifying scalable policy solutions: A state-wide cross-classified analysis of factors related to early childhood literacy

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