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Do school accountability and autonomy affect PISA achievement? : Evidence from South Korea

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Frame of Image significant effect of school accountability on math scores and the probability of scoring below the basic proficiency level in 2003 and 2012. In addition, a quantile regression indicated no effect of school accountability on math achievement at different achievement levels. However, school autonomy over curricula and assessment had a positive relationship with math achievement, particularly that of lower-performing students in 2012. The findings suggest that alternative accountability policies deserve consideration in the context of Korean education.
Keywords: school accountability, autonomy, PISA, student achievement, proficiency level
* This work was supported by the National Research Foundation of Korea Grant funded by the Korean Government (NRF-2014S1A58019266). I wish to express my deepest gratitude to In-Soo Shin and three anonymous reviewers for their helpful comments and to Hyun-Young Jo for research assistance.
KEDI Journal of Educational Policy- ISSN 1739–4341-
©
Korean Educational Development Institute 2015, Electronic version: http://eng.kedi.re.kr
Pilnam Yi
Introduction
Over the past decades, accountability in education, which combines school accountability with student assessment, has been the centerpiece of school reforms across countries. In particular, performance-based accountability policies accompanied by increased school autonomy have spread across national educational systems, and OECD PISA has played a considerable role in the policy discourse (Meyer, T


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Title Do school accountability and autonomy affect PISA achievement?
Similar Titles
Sub Title

Evidence from South Korea

Material Type Articles
Author(English)

Yi, Pilnam

Publisher

[Jincheon, South Korea] : Korean Educational Development Institute

Date 2015
Journal Title; Vol./Issue KEDI Journal of Educational Policy:vol. 12(no. 2)
Pages 27
Subject Country South Korea(Asia and Pacific)
Language English
File Type Documents
Original Format pdf
Subject Social Development < Education
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Abstract

School accountability and autonomy are the catchwords of global education reform movements. South Korea has also intensified school accountability and autonomy, particularly since 2008. This study examines the effects of school accountability and autonomy on Korean students’ math achievement in PISA. Multilevel analyses revealed an insignificant effect of school accountability on math scores and the probability of scoring below the basic proficiency level in 2003 and 2012. In addition, a quantile regression indicated no effect of school accountability on math achievement at different achievement levels. However, school autonomy over curricula and assessment had a positive relationship with math achievement, particularly that of lower-performing students in 2012. The findings suggest that alternative accountability policies deserve consideration in the context of Korean education.