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Estimates & Significance levels from models for each country with robust std. errors.

Table 2 Estimates & Significance levels from models for each country with robust std. errors.

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Decentralization questionnaire with items. (SCO10) Regarding your school, who has considerable responsibility for the following tasks? (Please select as many boxes as appropriate in each row.)
Decentralization questionnaire with items. (SCO10) Regarding your school, who has considerable responsibility for the following tasks? (Please select as many boxes as appropriate in each row.)
Fig. 1. Decentralisation levels of education systems in PISA countries.
Fig. 1. Decentralisation levels of education systems in PISA countries.
Fig. 2. Estimates of Decentralisation for each country with robust standard errors.
Fig. 2. Estimates of Decentralisation for each country with robust standard errors.
Table Al
Table Al
Table Al (Continued) *The Stata software (with the specific pv package, test version 2017-May-16) doesn’t allow for intraclass correlation (icc) values with all 10 plausible values. Therefore, the icc values have been computed based on one plausible value (PVIMATH) of math score which gives an approximate measure instead of the precise robust score. tion, and the preconditions necessary, especially in developing countries, for decentralization to work and the challenges in imple- menting decentralization. This study questions the very significance of decentralization in the first place and makes a case to consider the possibility that it could irrelevant and immaterial to the student achievement levels. With evidence from a heterogenous sample of different countries and thus diverse education systems with ample variance, this study highlights the weak link between decentral- isation and outcomes and casts a shadow of doubt on the policy emphasis on decentralization to be advocated and adopted across the globe.
Table Al (Continued) *The Stata software (with the specific pv package, test version 2017-May-16) doesn’t allow for intraclass correlation (icc) values with all 10 plausible values. Therefore, the icc values have been computed based on one plausible value (PVIMATH) of math score which gives an approximate measure instead of the precise robust score. tion, and the preconditions necessary, especially in developing countries, for decentralization to work and the challenges in imple- menting decentralization. This study questions the very significance of decentralization in the first place and makes a case to consider the possibility that it could irrelevant and immaterial to the student achievement levels. With evidence from a heterogenous sample of different countries and thus diverse education systems with ample variance, this study highlights the weak link between decentral- isation and outcomes and casts a shadow of doubt on the policy emphasis on decentralization to be advocated and adopted across the globe.
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Programme for International Students Assessment (PISA)PISA and TIMSS ResultSchool Autonomy
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