Does School Accountability Reduce Inequality in Education? Lessons from South Korea

54 Pages Posted: 28 Jun 2017 Last revised: 22 Feb 2019

See all articles by Sang Hoon Jee

Sang Hoon Jee

KDI School of Public Policy and Management

Jin-Yeong Kim

Konkuk University

Ju-Ho Lee

KDI School of Public Policy and Management

Date Written: December 1, 2018

Abstract

This study takes note of changes in school accountability policies from 2009 to 2015 in Korea utilizing OECD PISA data from 2006 to 2015. We found that active implementation of the accountability policy (2009-2012 period) were effective in raising the academic performance of students and schools in the lowest socioeconomic strata. However, when the school accountability policies were gradually abolished (2012-2015), education achievements of students from poor family background as well as the overall performance of low achieving public schools worsened significantly. We particularly noted that it was only public schools that experienced gains and exacerbations in school performance in accordance with the status of accountability policy, conversely, private schools somewhat gained from the implementation of the policy and resisted negative consequences following the gradual abolishment of the policy.

Suggested Citation

Jee, Sang Hoon and Kim, Jin-Yeong and Lee, Ju-Ho, Does School Accountability Reduce Inequality in Education? Lessons from South Korea (December 1, 2018). Available at SSRN: https://ssrn.com/abstract=2980490 or http://dx.doi.org/10.2139/ssrn.2980490

Sang Hoon Jee (Contact Author)

KDI School of Public Policy and Management ( email )

P.O. Box 184
Seoul, 130-868
Korea, Republic of (South Korea)

Jin-Yeong Kim

Konkuk University ( email )

Seoul 143-701, Korea
120 Neungdong-ro, Gwangjin-gu
Seoul 143-701, 143-701
Korea, Republic of (South Korea)

Ju-Ho Lee

KDI School of Public Policy and Management ( email )

P.O. Box 184
Seoul, 130-868
Korea, Republic of (South Korea)
+82 2 3299 1016 (Phone)

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