School-Level Autonomy and Its Impact on Student Achievement

Autor/in	Merkle, Jessica
Titel	School-Level Autonomy and Its Impact on Student Achievement
Quelle	In: Peabody Journal of Education, 97 (2022) 4, S.497-519 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2109918
Schlagwörter	Academic Achievement; Budgeting; Public Schools; Administrator Role; Middle Schools; Elementary Schools; Scores; Mathematics; Reading; Lunch Programs; Outcomes of Education; Professional Autonomy; New York + Suchen Sie Ihr Suchwort? Schulleistung; Public school; Öffentliche Schule; Middle school; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule; Mathematik; Leseprozess; Lesen; Mittagessen; Lernleistung; Schulerfolg; Berufsfreiheit
Abstract	I examine the student-achievement implications of school-level budgetary autonomy in public schools. I propose a theoretical model of a principal's allocation decisions and empirically examine determinants of participation and the resulting impacts on student achievement. A principal's years of administrative experience positively impact program participation both for middle schools and elementary schools. In elementary schools, estimates show that increased autonomy improves both math and reading scores. Autonomous elementary schools with a high percentage of free and reduced lunch eligible students also appear to have a greater ability to improve test scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01