dc.creatorOECD. Organisation for Economic Cooperation and Development
dc.date.accessioned2016-03-18T17:31:43Z
dc.date.accessioned2023-05-23T23:12:02Z
dc.date.available2016-03-18T17:31:43Z
dc.date.available2023-05-23T23:12:02Z
dc.date.created2016-03-18T17:31:43Z
dc.date.issued2011-10
dc.identifierhttp://hdl.handle.net/123456789/4289
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6420373
dc.description.abstractIn countries where schools have greater autonomy over what is taught and how students are assessed, students tend to perform better. In countries where schools account for their results by posting achievement data publicly, schools that enjoy greater autonomy in resource allocation tend to show better student performance than those with less autonomy. In countries where there are no such accountability arrangements, schools with greater autonomy in resource allocation tend to perform worse.
dc.languageen
dc.publisherOECD
dc.relationPISA in Focus;9
dc.subjectEvaluación del rendimiento escolar
dc.subjectEvaluación PISA
dc.subjectAutonomía educativa
dc.subjectEficiencia de la educación
dc.titleSchool autonomy and accountability : Are they related to student performance?
dc.typeTechnical Report


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