School self-evaluation and student achievement

In the last 2 decades, educational systems have developed accountability policies in which schools maintain autonomy for their pedagogical, instructional, and organizational practices (internal control). At the same time, they are held accountable to public authorities (external control) for the qua...

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Bibliographic Details
Published in:School effectiveness and school improvement 2009-03, Vol.20 (1), p.47-68
Main Authors: Hofman, Roelande H., Dijkstra, Nynke J., Adriaan Hofman, W. H.
Format: Article
Language:English
Subjects:
Academic Achievement
Accountability
Cognitive Ability
Educational Improvement
Educational Policy
Educational Quality
Elementary Schools
Institutional Autonomy
Institutional Evaluation
Quality Control
school (self-)evaluation
school improvement
Statistical Analysis
student achievement
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Summary:In the last 2 decades, educational systems have developed accountability policies in which schools maintain autonomy for their pedagogical, instructional, and organizational practices (internal control). At the same time, they are held accountable to public authorities (external control) for the quality of their education. It is not clear whether these contrasting types of accountability policies contribute to the improvement of schools' educational quality. In this study, the general research question is whether there is a relationship between school self-evaluation (SSE) and student achievement. Using a database of 81 primary schools and 2,099 students, an analysis of variance and a multilevel analysis show which factors characterize the type of SSE that contributes to students' cognitive achievement. Some SSE perspectives seem positively related to student achievement.
ISSN:0924-3453
1744-5124
DOI:10.1080/09243450802664115