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Does management matter in schools

Author: Nick Bloom; Renata Lemos; Raffaella Sadun; John Van Reenen; National Bureau of Economic Research,
Publisher: Cambridge, Mass. : National Bureau of Economic Research, 2014.
Series: Working paper series (National Bureau of Economic Research), no. 20667.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
We collect data on operations, targets and human resources management practices in over 1,800 schools educating 15-year-olds in eight countries. Overall, 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 closely followed by Germany, with a gap to Italy, Brazil and then finally India. We also show that  Read more...
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Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Nick Bloom; Renata Lemos; Raffaella Sadun; John Van Reenen; National Bureau of Economic Research,
OCLC Number: 897752296
Notes: "November 2014."
Description: 1 online resource (55 pages) : illustrations.
Series Title: Working paper series (National Bureau of Economic Research), no. 20667.
Responsibility: Nicholas Bloom, Renata Lemos, Raffaella Sadun, John Van Reenen.

Abstract:

We collect data on operations, targets and human resources management practices in over 1,800 schools educating 15-year-olds in eight countries. Overall, 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 closely followed by Germany, with a gap to Italy, Brazil and then finally India. We also show that autonomous government schools (i.e. government funded but with substantial independence like UK academies and US charters) have significantly higher management scores than regular government schools and private schools. Almost half of the difference between the management scores of autonomous government schools and regular government schools is accounted for by differences in leadership of the principal and better governance.

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