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  1. The organizational economics of school chains
    Autor*in: Neri, Lorenzo; Pasini, Elisabetta; Silva, Olmo
    Erschienen: July 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Although school autonomy is often advocated as a way to improve student achievement, many countries are experiencing a counterbalancing trend: the emergence of 'chains' that bind schools together into structures with varying degrees of... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    DS 4
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    keine Fernleihe

     

    Although school autonomy is often advocated as a way to improve student achievement, many countries are experiencing a counterbalancing trend: the emergence of 'chains' that bind schools together into structures with varying degrees of centralization. Despite their prominence, no evidence exists on the determinants and effects of differences in the organizational set-up of school chains. Our work aims to fill this gap. We use some of the key insights of the organizational economics of firms to study the organization of school chains. We match survey information on decentralization decisions of procurement activities for approximately 400 chains and 2,000 schools in England to student-, school and market-level administrative records. We find that chains with a larger share of schools whose leadership background is aligned with the chain board's expertise, younger chains, and chains that are closer to the market value-added (productivity) frontier decentralize more. We find instead no association between the value-added heterogeneity of the markets in which chains operate and their decision to delegate. We also investigate the link between the structures of chains and their students' performance. We find no association between decentralization and performance. This is consistent with the intuition that chains choose their organization in ways that maximize output (i.e., students' learning) and so the equilibrium relationship between performance and organizational set-up is flat.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/263658
    Schriftenreihe: Discussion paper series / IZA ; no. 15442
    Schlagworte: school chains; school autonomy; organizational economics; incomplete contracts
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  2. Educational Production in East Asia : The Impact of Family Background and Schooling Policies on Student Performance
    Autor*in: Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Kiel Institute for the World Economy (IfW), Kiel

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  3. Free to improve?
    the impact of free school attendance in England
    Autor*in: Bertoni, Marco; Heller-Sahlgren, Gabriel; Silva, Olmo
    Erschienen: [2023]
    Verlag:  Centre for Economic Performance, London School of Economics and Political Science, London

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Discussion paper / Centre for Economic Performance ; no. 1946 (September 2023)
    Schlagworte: school autonomy; quasi-markets; free schools; achievement
    Umfang: 1 Online-Ressource (circa 72 Seiten), Illustrationen
  4. Free to improve?
    the impact of free school attendance in England
    Autor*in: Bertoni, Marco; Heller-Sahlgren, Gabriel; Silva, Olmo
    Erschienen: October 30, 2023
    Verlag:  Research Institute of Industrial Economics, Stockholm, Sweden

    We investigate the impact of attending a free school in England - that is, a new start-up school that enjoys considerable autonomy while remaining in the state sector. We analyse the effects of two secondary free schools with different teaching... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 206
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    keine Fernleihe

     

    We investigate the impact of attending a free school in England - that is, a new start-up school that enjoys considerable autonomy while remaining in the state sector. We analyse the effects of two secondary free schools with different teaching philosophies: one follows a "no excuse" paradigm, while the other one adopts a "classical liberal", knowledge-rich approach. We establish causal effects exploiting admission lotteries and a distance-based regression discontinuity design. Both schools have a strong positive impact on student test scores on average. However, we also find heterogeneous effects: the "no excuse" school mostly benefits boys, while the "classical liberal" school mainly benefits White British and non-poor students. Both schools similarly reduce student absences and school mobility. Peer quality, teacher characteristics, and inspectorate ratings cannot fully explain the schools' effectiveness. Instead, a quantitative text analysis of the schools' "vision and ethos" statements shows that the "no excuse" and "classical liberal" philosophies adopted by the two free schools clearly set them apart from the counterfactual schools where rejected applicants enrol, and likely explain their heterogeneous effects.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: IFN working paper ; no. 1476 (2023)
    Schlagworte: school autonomy; quasi-markets; free schools; achievement
    Umfang: 1 Online-Ressource (circa 70 Seiten), Illustrationen