EVALUATION OF IMPACT TO PISA SUCCESS OF SCHOOL-BASED MANAGEMENT POLICIES

In this study, countries with the highest levels of achievement according to math and science scores in the PISA exams and countries with the lowest levels of achievement were compared in terms of school-based management policy indicators in education. This is case study model. The data were analyzed as a percentage. Data are taken directly from EUROSTAT, OECD and PISA database (panel data). The educational systems of the countries with the highest scores in the PISA exams and the countries with the lowest scores were compared. PISA exams have higher scores in mathematics and science scores compared to countries with low scores; it is seen that local governments have more funding for schools, schools have the authority to determine their own teachers, schools have the authority to determine the textbooks, students have the authority to evaluate student achievement and the school budget, and these rates are above the OECD average. In high score countries inter-school disadvantage was below the OECD average. In low score countries inter-school disadvantage was above the OECD average