EVALUATION OF IMPACT TO PISA SUCCESS OF SCHOOL-BASED MANAGEMENT POLICIES

İbrahim Çankaya, Çetin Tan, Bilal Çoban

Abstract


In this study, countries with the highest levels of achievement according to math and science scores in the PISA exams and countries with the lowest levels of achievement were compared in terms of school-based management policy indicators in education. This research is a quantitative research method. The research is in statistical scanning model. Data are taken directly from EUROSTAT, OECD and PISA database. The educational systems of the countries with the highest scores in the PISA exams and the countries with the lowest scores were compared. It is seen that local governments have more funding for schools, schools have the authority to determine their own teachers, schools have the authority to determine the textbooks, students have the authority to evaluate student achievement and the school budget, and these rates are above the OECD average. In high score countries inter-school disadvantage was below the OECD average. In low score countries inter-school disadvantage was above the OECD average.

 

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comparative education, school-based management policies, school effectiveness, OECD countries, PISA exam

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2908

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