The effects of school‐based decision‐making on educational outcomes in low‐ and middle‐income contexts: a systematic review

Abstract

Key Findings: School-based decision-making has small effects in reducing dropouts and repetition. There is a moderate positive effect on average test scores, though the effects are smaller for language and maths. The effects are not large, but comparable to those found in many other effective educational interventions. The positive impact is found in middle-income countries, with no significant effect in low- income countries. School-based decision-making reforms appear to have a stronger impact on wealthier students with more educated parents, and for children in younger grade levels. School-based decision-making reforms appear to be less effective in disadvantaged communities, particularly if parents and community members have low levels of education and low status relative to school personnel.