Do school accountability and autonomy affect PISA achievement? Evidence from South Korea

Abstract

School accountability and autonomy are the catchwords of global education reform movements. South Korea has also intensified school accountability and autonomy, particularly since 2008. This study examines the effects of school accountability and autonomy on Korean students' math achievement in PISA. Multilevel analyses revealed an insignificant effect of school accountability on math scores and the probability of scoring below the basic proficiency level in 2003 and 2012. In addition, a quantile regression indicated no effect of school accountability on math achievement at different achievement levels. However, school autonomy over curricula and assessment had a positive relationship with math achievement, particularly that of lower-performing students in 2012. The findings suggest that alternative accountability policies deserve consideration in the context of Korean education.