 School choice, student performance, and teacher and school characteristics: the Chilean caseEmiliana Vega No 2833, Policy Research Working Paper Series from The World Bank Abstract: The author explores how schools change in response to increased competition generated by voucher programs in Chile. A unique data set provides information on teacher demographics and labor market characteristics, as well as teachers'perceptions of school management. When teacher data are matched with school-level data on student achievement using a national assessment data set (SIMCE), some teacher and school characteristics affect student performance, but a great deal of unexplained variance among sectors remains important in predicting student outcomes. Teacher education, decentralization of decisionmaking authority, whether the school schedule is strictly enforced, and the extent to which teachers have autonomy in designing teaching plans and implementing projects all appear to affect student outcomes. Interestingly, teacher autonomy has positive effects on student outcomes only when decisionmaking authority is decentralized. Keywords: Gender and Education; Public Health Promotion; Primary Education; Teaching and Learning; Health Monitoring&Evaluation; Teaching and Learning; Gender and Education; Health Monitoring&Evaluation; Primary Education; Education Reform and Management (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:wbk:wbrwps:2833 Access Statistics for this paper More papers in Policy Research Working Paper Series from The World Bank 1818 H Street, N.W., Washington, DC 20433. Contact information at EDIRC. |
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