Does Management Matter in schools?

• 成果类型: Article
• 署名作者: Bloom, Nicholas; Lemos, Renata; Sadun, Raffaella; Van Reenen, John
• 署名单位: Stanford University; Centre for Economic Policy Research - UK; National Bureau of Economic Research; University of Cambridge; Harvard University; University of London; London School Economics & Political Science
• 刊物名称: ECONOMIC JOURNAL
• ISSN/ISSBN: 0013-0133
• DOI: 10.1111/ecoj.12267
• 发表日期: 2015
• 页码: 647-674
• 关键词: poor evidence; COMPETITION; principals; teachers; achievement; CHOICE; FIRMS

摘要

We collect data on management practices in over 1,800 high schools in eight countries. We show that higher management quality is strongly associated with better educational outcomes. The UK, Sweden, Canada and the US obtain the highest management scores, followed by Germany, with a gap before Italy, Brazil and India. We also show that autonomous government schools (government funded but with substantial independence like UK academies and US charters) have higher management scores than regular government or private schools. Almost half of the difference between the management scores of autonomous and regular government schools is accounted for principal leadership and governance.