This site belongs to UNESCO's International Institute for Educational Planning

Search the library

Making schools work: new evidence on accountability reforms

Download

Full text

Author(s)

Bruns, Barbara -

Filmer, Deon -

Patrinos, Harry Anthony

Institution(s)

World Bank

Published by

World Bank

Series

Human development. Perspectives

Date

2011

Pages

xvi-251 p.

Language

English

ISBN

978-0-8213-8679-8

978-0-8213-8680-4

This chapter comprehensively reviews and integrates previous research on school-based management (SBM) with a focus on its effects on school's accountability. The authors also adopt an international perspective to compare different practices and identify necessary conditions for success. The authors classify more than 25 countries in two dimensions: level of development (developing, developed) and degree of SBM (weak, intermediate, strong). Within each dimension, they compare the SBM's effects horizontally. The results show that 1) SBM policies actually change the dynamics of the schools and lead to reduction in repetition rates, failure rates, and dropout rates but mixed effects on standard test scores; 2) SBM forms with weak autonomy or accountability produce small effects. Strong SBM forms, on the other hand, have shown positive effects in improving test scores but only when is the role parents are to play is clear or when the SBM is combined with other incentives; 3) uncertainties of the results arise from unstable local political dynamics among teachers' unions, parents, elites, principals etc., and costs of implementation and so on. [IIEP]