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School Autonomy, Organization and Performance in Europe Susana da Cruz Martins Luís Capucha João Sebastião (Orgs.) School Autonomy, Organization and Performance in Europe A comparative analysis for the period from 2000 to 2015 ii School Autonomy, Organization and Performance in Europe iii iv School autonomy, organization and performance in Europe A comparative analysis for the period from 2000 to 2015 Susana da Cruz Martins, Luís Capucha and João Sebastião (Orgs.) Promoted by With the support of Within the Gulbenkian Professorship Grant attributed to Susana da Cruz Martins CIES – Iscte (Centre for Research and Studies in Sociology), Lisbon, 2019 v Copyright 2019 Susana da Cruz Martins, Luís Capucha and João Sebastião (orgs.) School autonomy, organization and performance in Europe – A comparative analysis for the period from 2000 to 2015 ISBN: 978-972-8048-46-4 Published by CIES-IUL Composition using Times New Roman, body 12 Editing and graphic conception: Adriana Albuquerque Cover image: Susana da Cruz Martins © vi Table of Contents About the authors Index of tables and figures Introduction Luís Capucha, Susana da Cruz Martins and João Sebastião PART I AUTONOMY AND PERFORMANCE OF EDUCATION SYSTEMS IN EUROPE 1. School autonomy and administration. Configurations and processes in Europe Susana da Cruz Martins, Adriana Albuquerque and Luís Capucha 2. Autonomy and leadership of school actors Susana da Cruz Martins and Adriana Albuquerque 3. Evaluation and accountability processes in schools and education systems. A European characterization Susana da Cruz Martins and Bernardo Malcatanho Machado 4. Autonomy, leadership and resources in European schools. What are the effects on performance and equity? Susana da Cruz Martins, Helena Carvalho, Luís Capucha and Ana Rita Capucha 5. The actors and political action in education. Projections and guidelines for the development of education systems in Europe Susana da Cruz Martins, Eliana Durão and João Sebastião PART II POLICIES OF AUTONOMY AND SCHOOL ORGANIZATION. NATIONAL CASES 6. Denmark. The Danish educational system Lejf Moos 7. Germany. German school system and autonomy Dominic Orr 8. Italy. The Italian education system and school autonomy Maddalena Colombo and Agnese Desideri 9. Spain. Recent changes in Spanish education. A short report with special attention to school autonomy Rafael Feito Alonso 10. Portugal. Educational policies and autonomy in Portuguese schools Luís Capucha, João Sebastião, Ana Rita Capucha and Ana Raquel Matias School autonomy and organization in Europe. Conclusions and contributes for debate Susana da Cruz Martins, Luís Capucha and João Sebastião vii List of tables and figures Tables Table 1.1. Summary of trends in the development of school autonomy between 2003 and 2011 in the organization of instruction, personnel management, planning and structures and resource management, European Union countries (20) Table 1.2. European configurations of school autonomy in European Union countries (26), 2015 Table 3.1. Objectives and main actors in external evaluation of schools Table 3.2. Procedures and structure for external evaluation of schools Table 3.3. Consequences of external evaluation of schools and presentation of results Table 4.1 Regression of performance in maths in school autonomy domains, European Union countries (2015) Table 4.2 Regression of the difference in performance in maths between the top quartile and the last quartile of the ESCS index in school autonomy domains in EU countries (2015) Table 4.3 Regression of grade repetition1) in school autonomy domains in EU countries, 2015 Table 4.4 Regression of grade repetition in the last quartile of the ESCS index in school autonomy domains in EU countries, 2015 Table 4.5 Regression of performance in maths in the decisions of school actors in EU countries Table 4.6 Regression of the difference in performance in maths between the top quartile and the last quartile of the ESCS index in the decisions of school actors in EU countries, 2015 Table 4.7 Regression of grade repetition 1) in the decisions of school actors in EU countries, 2015 Table 4.8 Regression of the grade repetition1 in the last quartile of the ESCS index in the decisions of school actors in EU countries Table 4.9 Regression of performance in maths in indicators of direct support for students and public expenditure in EU countries, 2015 Table 5.1. Identification and classification of the actors interviewed in Germany, Belgium (Flanders), Finland, Netherlands, Poland and Portugal (2009-2012) Table 5.2. Summary of the categories and subcategories extracted from the videos of Germany, Poland, Netherlands, Belgium (Flanders), Finland and Portugal. Table 5.3. Table of direction attributed by each group of actors, in each country, in each category Table 7.1 Overview of frequency of locus of responsibility at school level for various aspects of school governance Table 7.2 Comparison of level of school autonomy and school performance Table 9.1 Responsibility assumed by regional and/or national authorities (%) viii Table 9.2 Summary of responsibilities for school governance Table 10.1 Portuguese Education Services, Bodies and Structures Table 10.2 Distribution (%) across the education system of responsibility for school resources, curriculum, assessment and student admission Table 10.3 Portuguese School Boards and Bodies Figures Figure 1.1. Index of school autonomy, European Union countries (27), 2015 Figure 1.2. Development of decisions taken at the school level (at equivalent of ISCED level 2), European Union countries (or sub-regions) (24), 2003, 2007 and 2011 (%) Figure 1.3. Decisions taken by level of educational governance (equivalent of ISCED level 2) in European Union countries and regions (22), 2011 (%) Figure 1.4. Decisions taken by level of educational governance (ISCED 2) regarding curriculum, student admissions, resources, learning assessment policies and disciplinary policies, European Union countries (27), 2015 (cumulative %) Figure 1.5. Decisions taken at school level (equivalent of ISCED level 2) by areas of autonomy, European Union countries (27), 2015 (%) Figure 1.6. Decisions taken at the school level (equivalent to ISCED level 2) according to the areas of autonomy, European Union countries and regions (23), 2003, 2007 and 2011 (cumulative %) Figure 2.1. Responsibility of school principals for student admissions, curriculum, resources, learning assessment policies and student disciplinary policies, European Union countries (27), 2015 (cumulative %) Figure 2.2. Responsibilities allocated to school principals and autonomy allocated to schools (index), European Union countries (26), 2015 (%) Figure 2.3. Responsibility of governing bodies by area of autonomy, European Union countries (27), 2015 (cumulative %) Figure 2.4. Responsibilities allocated to the school boards and autonomy allocated to schools (index), European Union countries (26), 2015 (%) Figure 2.5. Teachers' responsibility for autonomy, European Union countries (27), 2015 (cumulative %) Figure 2.6. Teachers' responsibilities and autonomy allocated to schools (index), European Union countries (26), 2015 (%) Figure 2.7. Correlations between the responsibilities allocated to the various actors (cumulative %) and school autonomy (index), European Union countries (27), 2015 Figure 2.8. Responsibilities allocated to school principals and school boards, European Union countries (26), 2015 (cumulative %) Figure 2.9. Responsibilities allocated to school principals and teachers, European Union countries (26), 2015 (cumulative %) ix Figure 4.1. School autonomy domains, performance in maths and the difference in performance in maths between the top quarter and the bottom quarter of the index of economic, social and cultural status (ESCS) in EU countries, 2015 Figure 4.2 Domains of autonomy (cumulative %), grade repetition of the bottom quarter of the index of economic, social and cultural status Figure 4.3 Decisions of school actors (cumulative %), performance in maths and difference in performance in maths between the top quarter and the bottom quarter of the index of economic, social and cultural status in EU countries, 2015 Figure 4.4 Decisions of school actors (cumulative %), repetition (retention) rate in quarter of the index of economic, social and cultural status (ESCS) in EU countries, 2015 Figure 4.5 Public expenditure on education per student (euros) and performance in maths in EU countries (27), 2015 Figure 4.6 Public expenditure on education per student (euros) and the difference in performance in maths between the top quarter and the bottom quarter of the index of economic, social and cultural status in EU countries, 2015. Figure 4.7 Direct support to students as % of public expenditure and difference in performance in maths between top and bottom quarter of the index of economic, social, and cultural status (ESCS) in EU countries, 2015 Figure 6.1. Overview of the Danish Education System Figure 7.1 Development in the number of pupils by secondary school stream 2000-2014 Figure 8.1 The Italian Education system Figure 8.2. Compulsory education laws in Italy (1999-2008) Figure 8.3. Three archetypes of school autonomy and their distribution among Italian schools Figure 9.1 General Structure of the Spanish Education System Figure 10.1 Overview of the Portuguese Education System x About the Authors Susana da Cruz Martins, sociologist, with PhD in Sociology. Assistant Professor at the Department of Political Science and Public Policy of ISCTE-IUL. Researcher at the Centre for Research and Studies in Sociology (CIES-ISCTE) and member
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