A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2017; you can also visit the original URL.
The file type is application/pdf
.
Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago
2014
Education Finance and Policy
School districts throughout the United States are increasingly providing greater autonomy to local public (non-charter) school principals. In 2005-06, Chicago Public Schools initiated the Autonomous Management and Performance Schools program, granting academic, programmatic, and operational freedoms to select principals. This paper provides evidence on how school leaders used their new autonomy and its impact on school performance. Findings suggest that principals were more likely to exercise
doi:10.1162/edfp_a_00118
fatcat:mchstsibzvf5bfdc5juqwu76e4