Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago

Autor/in	Steinberg, Matthew P.
Titel	Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago
Quelle	In: Education Finance and Policy, 9 (2014) 1, S.1-35 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00118
Schlagwörter	Evidence; Budgets; Teaching Methods; Educational Strategies; Faculty Development; School Schedules; Regression (Statistics); Statistical Significance; Mathematics Achievement; Reading Achievement; Principals; Reading Skills; Professional Autonomy; Institutional Autonomy; Administrative Organization; Educational Policy; Educational Legislation; Elementary School Students; Academic Achievement; Robustness (Statistics); Illinois + Suchen Sie Ihr Suchwort? Evidenz; Finanzhaushalt; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Schulzeiteinteilung; Regression; Regressionsanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Principal; Schulleiter; Reading skill; Lesefertigkeit; Berufsfreiheit; Institutionelle Autonomie; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Schulleistung; Widerstandsfähigkeit
Abstract	School districts throughout the United States are increasingly providing greater autonomy to local public (non-charter) school principals. In 2005-06, Chicago Public Schools initiated the Autonomous Management and Performance Schools program, granting academic, programmatic, and operational freedoms to select principals. This paper provides evidence on how school leaders used their new autonomy and its impact on school performance. Findings suggest that principals were more likely to exercise autonomy over the school budget and curricular/instructional strategies than over professional development and the school's calendar/schedule. Utilizing regression discontinuity methods, I find that receipt of greater autonomy had no statistically significant impact on a school's average math or reading achievement after two years of autonomy. I do find evidence that autonomy positively affected reading proficiency rates at the end of the second year of autonomy. These findings are particularly relevant for policy makers considering the provision of greater school-based autonomy in their local school districts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10