学校自主权与学生学业成就——基于PISA2015中国四省市数据的实证研究  

School Autonomy and Student Academic Achievement——An Empirical Study on PISA2015 from Survey of Beijing-Shanghai-Jiangsu-Guangdong

作　　者：范勇[1] 王寰安[1] 

机构地区：[1]首都师范大学教育学院,北京100048

出　　处：《教育与经济》2018年第1期57-64,87,共9页Education & Economy

基　　金：北京市教育委员会市属高校创新能力提升计划项目"深化公立学校办学体制改革研究"(项目编号:TJSHS201310028001)

摘　　要：学校自主权作为一项重要的制度性要素,对学生学业成就的影响十分复杂。本文以PISA2015中国四省市数据为基础,采用多层线性模型方法考察学校自主权对学生学业成就的影响。研究发现:财政自主权与管理自主权对学生学业成就的影响不显著,人事自主权和教学自主权不仅对学生学业成就具有显著正影响,它对能力较差学生群体的促进作用更明显。政府应进一步落实学校自主权,尤其要赋予学校人事自主权和教学自主权,同时也要完善权力监督机制与问责机制,共同提升学校教育质量。As an important institutional element,School autonomy causes complex impact on student achievement.This study examines the causal relationship between school autonomy and student achievement with the method of hierarchical linear model and the data of Beijing-Shanghai-Jiangsu-Guangdong PISA test in 2015.Findings show that the influence of financial autonomy and management autonomy on students'academic achievement is not significant,while personnel autonomy and teaching autonomy not only have a significant positive impact on students'academic achievement,but also have a more obvious effect on the promotion of poor student groups.Government authorities should support school autonomy,especially to entrust personnel autonomy and teaching autonomy to schools.Meanwhile,government authorities supposed to consummate the supervision and accountability mechanisms to jointly enhance the quality of school education.

关 键 词：学校自主权 学业成就 PISA测试 多层线性模型 

分 类 号：F08[经济管理—政治经济学]