Arcia, GustavoMacDonald, KevinPatrinos, Harry Anthony2014-10-022014-10-022014-08https://hdl.handle.net/10986/20347There is a consensus on the need for Thailand to reform its education system to be able to compete with other high performing countries in the region. In terms of learning outcomes, the most recent evidence from the Programme for International Student Assessment shows little improvement over time. This paper uses the World Bank's Systems Approach for Better Education Results (SABER) approach in Thailand to contrast policy intent and policy implementation in school autonomy and accountability. The policy implementation data were obtained from a survey of school principals of the schools that participated in the Programme for International Student Assessment and merged the data sets. First, the study analyzes the gap between policy intent and policy implementation. Then it examines the effect of the gaps on various schooling outcomes while controlling for covariates. The analysis finds significant differences between the Systems Approach for Better Education Results indicators of policy intent and policy implementation in all areas assessed by the indicators. Schools in Thailand exercise more flexibility in their personnel management in practice than what is intended by policy; student assessments need to address issues of content, reliability, and validity and school accountability needs to improve the interpretation of student assessments to make schools more accountable. There is a positive association between the Programme for International Student Assessment scores and school autonomy and accountability.en-USCC BY 3.0 IGOACADEMIC ACHIEVEMENTACADEMIC SELECTIVITYASSESSING STUDENTBARRIERBASIC EDUCATIONCAREERCIVIL SERVICECRITICAL THINKINGCURRICULADECENTRALIZATIONEDUCATION AUTHORITIESEDUCATION INSTITUTIONSEDUCATION MANAGEMENTEDUCATION POLICIESEDUCATION POLICYEDUCATION QUALITYEDUCATION SECTOREDUCATION STANDARDSEDUCATION SYSTEMEDUCATION SYSTEMSEDUCATIONAL ADMINISTRATIONEDUCATIONAL ASSESSMENTEDUCATIONAL ASSESSMENTSEDUCATIONAL AUTHORITIESEDUCATIONAL DEVELOPMENTEDUCATIONAL POLICYEDUCATIONAL REFORMEDUCATIONAL SERVICEEDUCATIONAL STANDARDSEDUCATIONAL TESTINGEDUCATIONAL TESTING SERVICEEXAMSEXPENDITURESFINANCIAL AUDITSFOREIGN LANGUAGESGROSS ENROLLMENTGROSS ENROLLMENT RATEHIGH SCHOOLSHIGHER EDUCATIONHIGHER LEARNINGHUMAN CAPITALHUMAN DEVELOPMENTHUMAN RESOURCESINFORMATION SYSTEMSLABOR FORCELEARNINGLEARNING ASSESSMENTSLEARNING OUTCOMESLEARNING PRACTICESLEVEL OF EDUCATIONLIFE EXPECTANCYLITERACYMANUALSMINISTRY OF EDUCATIONMUNICIPAL SCHOOLNATIONAL EDUCATIONNATIONAL EDUCATION STANDARDSNON-FORMAL EDUCATIONNUMBER OF SCHOOLSOPEN ACCESSPAPERSPARENT PARTICIPATIONPARENT-TEACHER ASSOCIATIONPEDAGOGICAL PRACTICESPERFORMANCE INDICATORSPHYSICAL EDUCATIONPOST-SECONDARY EDUCATIONPRIMARY EDUCATIONPRIMARY SCHOOLPRIVATE EDUCATIONPRIVATE INSTITUTIONSPROBLEM SOLVINGPROBLEM-SOLVING SKILLSPUBLIC SCHOOLPUBLIC SCHOOLSQUALITY ASSESSMENTQUALITY ASSURANCEQUALITY LEARNINGQUALITY OF EDUCATIONREADINGREFORM OF EDUCATIONREFORM OF EDUCATION SYSTEMSRESOURCES FOR EDUCATIONRURAL AREASSCHOLARSSCHOOL ADMINISTRATIONSCHOOL ADMINISTRATORSSCHOOL AUTONOMYSCHOOL BOARDSSCHOOL CONTEXTSCHOOL COUNCILSCHOOL COUNCILSSCHOOL ENROLMENTSCHOOL FINANCESCHOOL FLOWSCHOOL GOVERNANCESCHOOL LEADERSSCHOOL LEVELSCHOOL MANAGEMENTSCHOOL PERFORMANCESCHOOL PERSONNELSCHOOL PRINCIPALSSCHOOL QUALITYSCHOOL SERVICESSCHOOL SPONSORSHIPSCHOOL STAFFSCHOOL SURVEYSCHOOL SURVEY DATASCHOOL SYSTEMSSCHOOLINGSCHOOLSSECONDARY EDUCATIONSECONDARY SCHOOLSECONDARY SCHOOLSSOCIAL SCIENCESOCIETYSTAFF SALARIESSTANDARDIZED TESTSSTUDENT ASSESSMENTSTUDENT ASSESSMENTSSTUDENT LEARNINGSTUDENT LEARNING OUTCOMESSTUDENT PERFORMANCESTUDENT TESTINGSTUDENT-TEACHER RATIOSUBJECT AREASTEACHERTEACHER HIRINGTEACHER INCENTIVESTEACHER MANAGEMENTTEACHER PERFORMANCETEACHER QUALITYTEACHER SALARIESTEACHER SELECTIONTEACHER TENURETEACHER TRAININGTEACHERSTEACHINGTEACHING MATERIALSTEACHING STAFFTERTIARY EDUCATIONTEST SCORESTRAINING NEEDSTUITIONUNIVERSITY DEGREEUNIVERSITY EDUCATIONVOCATIONAL EDUCATIONWORKERSYOUTH10.1596/1813-9450-7012