Improving Schooling through Effective Governance? The United States, Canada, South Korea, and Singapore in the Struggle for PISA Scores

Autor/inn/en	Münch, Richard; Wieczorek, Oliver
Titel	Improving Schooling through Effective Governance? The United States, Canada, South Korea, and Singapore in the Struggle for PISA Scores
Quelle	In: Comparative Education, 59 (2023) 1, S.59-76 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2022.2138176
Schlagwörter	Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; Educational Improvement; Achievement Gap; Governance; School Effectiveness; Socioeconomic Status; Discipline Policy; Migration; Scores; United States; Canada; South Korea; Singapore; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Teaching improvement; Unterrichtsentwicklung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Disziplinarmaßnahme; USA; Kanada; Korea; Republik; Singapur
Abstract	Improving schooling by reducing achievement gaps based on family background has been on the agenda of school governance worldwide for more than three decades. International benchmarking like the OECD's Programme for International Student Assessment (PISA) is used to find models of best practice in effective school governance. Enlarging school autonomy, strengthening school management, and enhancing accountability have emerged as widely recommended and globally spreading governance tools. However, we do not know how much these tools make a difference between schools. To close this research gap, we conduct a multilevel regression analysis, which explores the association of student and average school socioeconomic status, migration background, school disciplinary climate and governance tools with student PISA scores. The United States, Canada, South Korea, and Singapore in 2009 and 2015 serve as test cases. Our findings indicate that school governance tools do not reduce achievement gaps. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01