School Accountability, Autonomy, Choice, and the Equality of Educational Opportunities

Schuetz, Gabriela; Luedemann, Elke; West, Martin R.; Woessmann, Ludger

doi:10.1007/978-94-007-6119-3_6

Cited by 2 publications

(2 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other indicators used were the extent to which schools in a system provide public reports of performance, whether monitoring by external evaluators takes place, school self‐evaluation (e.g., the percentage of students in schools that use achievement data to monitor progress over time or to compare to other schools), and teacher evaluation (e.g., monitoring of teacher practices). The underlying belief behind accountability is that it creates ‘incentives’ to perform at high levels (e.g., Schuetz et al, 2013; Smith, 2016; Woessmann et al, 2007). Despite these levers of how accountability could potentially lead to improved performance, Smith (2016) also mentions that a concern of increased accountability is that educators might be motivated to manipulate the system to obtain better scores (e.g., narrowing the curriculum, teaching to the test, shaping the pool of test takers).…”

Section: Resultsmentioning

confidence: 99%

What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness

Mejía‐Rodríguez

Kyriakidēs

2022

Review of Education

View full text Add to dashboard Cite

Meta‐analysis comprises a powerful tool for synthesising prior research and empirically validating theoretical frameworks. Using this tool and two recent multilevel models of educational effectiveness as guiding frameworks, this paper synthesises the results of 195 studies investigating the association between system‐level characteristics and student learning outcomes. Results show a broad range of system‐level factors studied in the international literature, which could be grouped into the three categories used in the integrated multilevel model of education: antecedents determined by the larger societal context, including factors such as level of development, inequality and societal values; system ecology and structural reform, covering factors such as decentralisation, accountability and stratification; and direct educational policies, including financial resources, time resources and variables related to teacher training and qualifications. Results highlight the importance of the larger context in which educational systems operate, as well as the need for further research looking at actual educational policies. Further analyses provide support for a generic effect of system‐level factors, regardless of the educational level or subject domain assessed. However, results show variation in terms of methodological choices, such as the number of levels used in the analysis. Based on these results, implications for theory, research, and policy are drawn.

show abstract

Section: Resultsmentioning

confidence: 99%

What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness

Mejía‐Rodríguez

Kyriakidēs

2022

Review of Education

View full text Add to dashboard Cite

show abstract

“…Particularly, external accountability was effective when combined with autonomy (Hanushek, Link, & Woessmann, 2013). In addition, the relations of various accountability measures with student achievement did not significantly differ for students with different SES (Schuetz, Luedemann, West, & Woessmann, 2013). Recently, Lee and Amo (2017) indicated that school accountability policy was found to be an ineffective policy from an international comparative perspective.…”

Section: Relations Of External Accountability With Student Achievementmentioning

confidence: 97%

Multilevel Relations Between External Accountability, Internal Accountability, and Math Achievement: A Cross-Country Analysis

Shin

2018

PEC

View full text Add to dashboard Cite

External accountability policies have spread fast across various educational systems over the past decades. This research examines the relations of internal and external accountability with students’ math achievement drawing on PISA 2012. With a sample of 44 educational systems, of which external accountability policies were identified, the research conducted three-level hierarchical linear modelling (HLM) analyses. This research found that some internal accountability factors had tighter relations with math achievement, while the relations of external accountability policies with student performance were rather tenuous. However, equity of student math achievement was better ensured under strong accountability systems. The results suggest that policy makers of each country should consider strengths and weaknesses of external accountability in their own educational contexts. Keywords: external accountability, educational equity, internal accountability, math achievement, PISA.

show abstract

School Accountability, Autonomy, Choice, and the Equality of Educational Opportunities

Cited by 2 publications

References 26 publications

What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness

What matters for student learning outcomes? A systematic review of studies exploring system‐level factors of educational effectiveness

Multilevel Relations Between External Accountability, Internal Accountability, and Math Achievement: A Cross-Country Analysis

Contact Info

Product

Resources

About