School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 14

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Autor/inn/en	Schutz, Gabriela; West, Martin R.; Wobmann, Ludger
Institution	Organisation for Economic Cooperation and Development
Titel	School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 14
Quelle	(2007), (56 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/246374511832
Schlagwörter	Academic Achievement; Exit Examinations; Foreign Countries; Accountability; Educational Opportunities; Socioeconomic Status; Socioeconomic Influences; Comparative Education; Alignment (Education); Institutional Autonomy; School Choice; Educational Assessment; Educational Indicators; Educational Policy; Policy Analysis; Educational Change; Background; Statistical Surveys; Data Interpretation; Australia; Austria; Belgium; Canada; Czech Republic; Denmark; Finland; Germany; Greece; Hungary; Iceland; Ireland; Italy; Japan; Luxembourg; Netherlands; New Zealand; Norway; Poland; Portugal; Slovakia; South Korea; Spain; Sweden; Switzerland; United Kingdom; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Final examination; Abschlussprüfung; Ausland; Verantwortung; Bildungsangebot; Bildungschance; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Vergleichende Erziehungswissenschaft; Institutionelle Autonomie; Choice of school; Schulwahl; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsreform; Hintergrundinformation; Statistische Erhebung; Data evaluation; Datenauswertung; Australien; Österreich; Belgien; Kanada; Tschechische Republik; Dänemark; Finnland; Deutschland; Griechenland; Ungarn; Island; Irland; Italien; Niederlande; Neuseeland; Norwegen; Polen; Slowakei; Korea; Republik; Spanien; Schweden; Schweiz; Großbritannien; USA
Abstract	School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate whether student achievement depends more or less on SES in school systems employing these institutional features. The rigorous micro-econometric analyses are based on the PISA 2003 data for more than 180,000 students from 27 OECD countries. The main empirical result is that rather than harming disadvantaged students, accountability, autonomy, and choice appear to be tides that lift all boats. The additional choice created by public funding for private schools in particular is associated with a strong reduction in the dependence of student achievement on SES. External exit exams have a strong positive effect for all students that is slightly smaller for low-SES students. The positive effect of regularly using subjective teacher ratings to assess students is substantially larger for low-SES students. The effect of many other accountability devices does not differ significantly by student SES. School autonomy in determining course content is associated with higher equality of opportunity, while equality of opportunity is lower in countries where more schools have autonomy in hiring teachers. Autonomy in formulating the budget and in establishing starting salaries is not associated with the equity of student outcomes. Inequality of opportunity is substantially higher in school systems that track students at early ages. (Contains 19 footnotes, 6 figures and 9 tables.) (As Provided).
Anmerkungen	OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33 145 24 8200; Fax: +33 145 24 8500; Web site: http://www.oecd.org/publications http://www.sourceoecd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10