School Autonomy: A Comparison between China and the United States

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Secondary Education
    • Subject Terms:
      Foreign Countries; Comparative Analysis; Comparative Education; Institutional Autonomy; International Assessment; Principals; Administrator Responsibility; Teacher Salaries; Decision Making; Teacher Leadership; Teacher Responsibility; Educational Policy; Educational Change; Achievement Tests; Secondary School Students; Statistical Analysis
    • Subject Terms:
      China; United States
    • Subject Terms:
      Program for International Student Assessment
    • Accession Number:
      10.1080/10611932.2017.1331010
    • ISSN:
      1061-1932
    • Abstract:
      This study examined and compared school autonomy in China and the United States. Based on the international PISA 2012 school data, the authors examined three aspects of school autonomy. We found that in comparison with the United States, (1) principals from China were less likely to have responsibility over eleven school decisions (hiring teachers, firing teachers, salary increase, budget formulation, budget allocation, disciplinary policies, assessment policies, student admittance, textbook selection, course content, and courses offered) and were similar in having responsibility over teacher start salaries, and (2) teachers from China were less likely to have responsibility over six school decisions (hiring teachers, budget formulation, disciplinary policies, textbook selection, course content, and courses offered), were more likely to have responsibility over two decisions (firing teachers, student admittance), and were similar in having responsibility over four decisions (teacher start salaries, salary increase, budget allocation, and assessment policies). We also found that schools in China had (1) lower responsibility for curriculum/assessment and lower responsibility for resource allocation and (2) a lower level of teacher participation/autonomy. The findings have implications for educational policy in China and the United States.
    • Abstract:
      As Provided
    • Number of References:
      75
    • Publication Date:
      2017
    • Accession Number:
      EJ1159610