Author(s): Carr-Hill, Roy A.; Rolleston, Caine; Schendel, Rebecca
Organisation(s): Campbell Collaboration
Pages: 169 p.
This Campbell systematic review assesses the effectiveness of school-based decision-making. The review summarises findings from 17 impact studies and nine studies of barriers and enablers. Decentralizing decision-making to schools has mainly small to moderate positive effects in reducing repetition, dropouts and increasing test scores. These effects are restricted to middle-income countries, with fewer and smaller positive effects found in low-income countries or in disadvantaged communities. A two page plain language summary is also available.