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Local Educational Autonomy and Student Achievement: Constructing a State-Level School District Autonomy Index in the United States.

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Title: Local Educational Autonomy and Student Achievement: Constructing a State-Level School District Autonomy Index in the United States.
Alternate Title: Autonomía educativa local y rendimiento estudiantil: Construcción de un índice estatal de autonomía de los distritos escolares en los Estados Unidos.
Autonomia educacional local e desempenho estudantil: Construção de um índice estadual de autonomia dos distritos escolares nos Estados Unidos.
Authors: Kim, Bongyoung1 Mizar1919@gmail.com, Lee, Yong Hak2 Yhl5995@korea.kr
Source: Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 3/31/2026, Vol. 34 Issue 31/32, p1-27. 27p.
Subject Terms: *School autonomy, *Academic achievement, *Educational tests & measurements, *Effective teaching, Organizational accountability, Administrative discretion (Law), Resource allocation
Geographic Terms: United States
Abstract (English): Drawing on data from the U.S. Census Bureau, the National Center for Education Statistics, and state property tax indicators, the analysis employs exploratory factor analysis and hierarchical regression to assess the relationship between district autonomy and student achievement. Results suggest that fiscal flexibility and administrative discretion are positively associated with higher mathematics and SAT performance, whereas punitive oversight mechanisms correlate negatively with performance. These findings underscore that autonomy enhances educational effectiveness only when accompanied by institutional capacity and accountability. By providing a replicable framework for measuring school district autonomy, this study advances empirical understanding of decentralization in K–12 education and offers policymakers a measurement framework for balancing local discretion with equitable governance. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Basándose en datos de la Oficina del Censo de los Estados Unidos, el Centro Nacional de Estadísticas de Educación y los indicadores estatales de impuestos a la propiedad, el análisis emplea análisis factorial exploratorio y regresión jerárquica para evaluar la relación entre la autonomía distrital y el rendimiento estudiantil. Los resultados sugieren que la flexibilidad fiscal y la discrecionalidad administrativa se asocian positivamente con un mayor desempeño en matemáticas y en el SAT, mientras que los mecanismos de supervisión punitiva se correlacionan negativamente con el rendimiento. Estos hallazgos subrayan que la autonomía mejora la efectividad educativa solo cuando va acompañada de capacidad institucional y rendición de cuentas. Al proporcionar un marco replicable para medir la autonomía de los distritos escolares, este estudio amplía la comprensión empírica de la descentralización en la educación K–12 y ofrece a los responsables de políticas públicas un marco de medición para equilibrar la discreción local con una gobernanza equitativa. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): Com base em dados do U.S. Census Bureau, do National Center for Education Statistics e de indicadores estaduais de impostos sobre a propriedade, a análise utiliza análise fatorial exploratória e regressão hierárquica para avaliar a relação entre a autonomia dos distritos escolares e o desempenho dos estudantes. Os resultados indicam que a flexibilidade fiscal e a discricionariedade administrativa estão positivamente associadas a um melhor desempenho em matemática e no SAT, enquanto mecanismos de supervisão punitiva apresentam correlação negativa com o desempenho. Esses achados ressaltam que a autonomia aumenta a eficácia educacional apenas quando acompanhada de capacidade institucional e mecanismos de responsabilização. Ao fornecer um modelo replicável para medir a autonomia dos distritos escolares, este estudo contribui para o avanço do entendimento empírico da descentralização na educação básica (K–12) e oferece aos formuladores de políticas públicas um referencial de mensuração para equilibrar a discrição local com uma governança equitativa. [ABSTRACT FROM AUTHOR]
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Local Educational Autonomy and Student Achievement: Constructing a State-Level School District Autonomy Index in the United States.
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  Data: Autonomía educativa local y rendimiento estudiantil: Construcción de un índice estatal de autonomía de los distritos escolares en los Estados Unidos.<br />Autonomia educacional local e desempenho estudantil: Construção de um índice estadual de autonomia dos distritos escolares nos Estados Unidos.
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  Data: <searchLink fieldCode="AR" term="%22Kim%2C+Bongyoung%22">Kim, Bongyoung</searchLink><relatesTo>1</relatesTo><i> Mizar1919@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Lee%2C+Yong+Hak%22">Lee, Yong Hak</searchLink><relatesTo>2</relatesTo><i> Yhl5995@korea.kr</i>
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  Data: *<searchLink fieldCode="DE" term="%22School+autonomy%22">School autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+accountability%22">Organizational accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Administrative+discretion+%28Law%29%22">Administrative discretion (Law)</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+allocation%22">Resource allocation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: Drawing on data from the U.S. Census Bureau, the National Center for Education Statistics, and state property tax indicators, the analysis employs exploratory factor analysis and hierarchical regression to assess the relationship between district autonomy and student achievement. Results suggest that fiscal flexibility and administrative discretion are positively associated with higher mathematics and SAT performance, whereas punitive oversight mechanisms correlate negatively with performance. These findings underscore that autonomy enhances educational effectiveness only when accompanied by institutional capacity and accountability. By providing a replicable framework for measuring school district autonomy, this study advances empirical understanding of decentralization in K–12 education and offers policymakers a measurement framework for balancing local discretion with equitable governance. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Basándose en datos de la Oficina del Censo de los Estados Unidos, el Centro Nacional de Estadísticas de Educación y los indicadores estatales de impuestos a la propiedad, el análisis emplea análisis factorial exploratorio y regresión jerárquica para evaluar la relación entre la autonomía distrital y el rendimiento estudiantil. Los resultados sugieren que la flexibilidad fiscal y la discrecionalidad administrativa se asocian positivamente con un mayor desempeño en matemáticas y en el SAT, mientras que los mecanismos de supervisión punitiva se correlacionan negativamente con el rendimiento. Estos hallazgos subrayan que la autonomía mejora la efectividad educativa solo cuando va acompañada de capacidad institucional y rendición de cuentas. Al proporcionar un marco replicable para medir la autonomía de los distritos escolares, este estudio amplía la comprensión empírica de la descentralización en la educación K–12 y ofrece a los responsables de políticas públicas un marco de medición para equilibrar la discreción local con una gobernanza equitativa. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: Com base em dados do U.S. Census Bureau, do National Center for Education Statistics e de indicadores estaduais de impostos sobre a propriedade, a análise utiliza análise fatorial exploratória e regressão hierárquica para avaliar a relação entre a autonomia dos distritos escolares e o desempenho dos estudantes. Os resultados indicam que a flexibilidade fiscal e a discricionariedade administrativa estão positivamente associadas a um melhor desempenho em matemática e no SAT, enquanto mecanismos de supervisão punitiva apresentam correlação negativa com o desempenho. Esses achados ressaltam que a autonomia aumenta a eficácia educacional apenas quando acompanhada de capacidade institucional e mecanismos de responsabilização. Ao fornecer um modelo replicável para medir a autonomia dos distritos escolares, este estudo contribui para o avanço do entendimento empírico da descentralização na educação básica (K–12) e oferece aos formuladores de políticas públicas um referencial de mensuração para equilibrar a discrição local com uma governança equitativa. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193964237
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.14507/epaa.34.9864
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 27
        StartPage: 1
    Subjects:
      – SubjectFull: School autonomy
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Effective teaching
        Type: general
      – SubjectFull: Organizational accountability
        Type: general
      – SubjectFull: Administrative discretion (Law)
        Type: general
      – SubjectFull: Resource allocation
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Local Educational Autonomy and Student Achievement: Constructing a State-Level School District Autonomy Index in the United States.
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            NameFull: Kim, Bongyoung
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            NameFull: Lee, Yong Hak
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            – D: 31
              M: 03
              Text: 3/31/2026
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              Y: 2026
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              Value: 31/32
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            – TitleFull: Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas
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