Measuring and Explaining Management in Schools: New Approaches Using Public Data. CEP Discussion Paper No. 1656

Autor/inn/en	Leaver, Clare; Lemos, Renata; Scur, Daniela
Institution	London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Titel	Measuring and Explaining Management in Schools: New Approaches Using Public Data. CEP Discussion Paper No. 1656
Quelle	(2019), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2042-2695
Schlagwörter	Quantitative Daten; School Administration; School Effectiveness; Academic Achievement; Measurement Techniques; Public Schools; Foreign Countries; Student School Relationship; Teacher Selection; Incentives; Compensation (Remuneration); Work Ethic; School Culture; Parent School Relationship; Teacher Motivation; International Assessment; Brazil; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schuleffizienz; Schulleistung; Messtechnik; Public school; Öffentliche Schule; Ausland; Schüler-Lehrer-Beziehung; Anreiz; Abfindung; Kompensation; Lohnausgleich; Arbeitsethos; Schulkultur; Schulleben; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Brasilien
Abstract	Why do some students learn more in some schools than others? One consideration receiving growing attention is school management. To study this, researchers need to be able to measure school management accurately and cheaply at scale, and also explain any observed relationship between school management and student learning. This paper introduces a new approach to measurement using existing public data, and applies it to build a management index covering 15,000 schools across 65 countries, and another index covering nearly all public schools in Brazil. Both indices show a strong, positive relationship between school management and student learning. The paper then develops a simple model that formalizes the intuition that strong management practices might be driving learning gains via incentive and selection effects among teachers, students and parents. The paper shows that the predictions of this model hold in public data for Latin America, and draws out implications for policy. (As Provided).
Anmerkungen	Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01