DOES SCHOOL DECENTRALIZATION RAISE STUDENT OUTCOMES?: THEORY AND EVIDENCE ON THE ROLES OF SCHOOL AUTONOMY AND COMMUNITY PARTICIPATION

Vista sencilla de ítem
dc.creatorGunnarsson, Louise Victoria
dc.creatorOrazem, Peter F.
dc.creatorSanchez, Mario
dc.creatorVerdisco, Aimee
dc.date2017-04-01T20:07:37Z
dc.date.accessioned2026-07-09T03:23:34Z
dc.descriptionUsing data on primary schools in 10 Latin-American countries, we estimate the impact of decentralized school decision-making on student performance. We develop a model that shows that local autonomous effort will be jointly determined with student academic performance. The model predicts that least squares estimates are biased toward finding a positive impact of school autonomy on student performance. Empirical tests confirm these predictions. Least squares estimates show a strong positive effect of decentralized decision-making on test scores, but these results are reversed after correcting for the endogeneity of school autonomy. However, results support the role of parental participation in the schools as a positive influence on student achievement.
dc.identifierdoi:10.22004/ag.econ.18220
dc.identifierhttps://ageconsearch.umn.edu/record/18220/files/wp040005.pdf
dc.identifierhttp://ageconsearch.umn.edu/record/18220
dc.identifier.urihttp://hdl.handle.net/123456789/531753
dc.languageeng
dc.publisher
dc.sourcehttp://ageconsearch.umn.edu/record/18220
dc.titleDOES SCHOOL DECENTRALIZATION RAISE STUDENT OUTCOMES?: THEORY AND EVIDENCE ON THE ROLES OF SCHOOL AUTONOMY AND COMMUNITY PARTICIPATION
dc.typeText

Archivos

Colecciones

University of Minnesota