Defining School Effectiveness in the Reform for Quality-Oriented Education

The Impact and Transformation of Education Policy in China

ISBN: 978-1-78052-186-2, eISBN: 978-1-78052-187-9

ISSN: 1479-3679

Publication date: 30 December 2011

Abstract

Quality-Oriented Education (su zhi jiao yu) is a national education reform initiative that presents ongoing opportunities and challenges to schools, local bureaus of education, and the overall educational system in China today. This chapter seeks to gain insight into if and how Quality-Oriented Education, 10 years into its enactment, has taken root in practice. We posit that a reform agenda is best manifested through well-aligned and operable standards for school effectiveness. We introduce the policy-driven definition for school effectiveness and an evaluation framework depicting the intended focus of Quality-Oriented Education. Using an iterative and inductive process for content analysis, we compare the policy-driven framework with the coding results of a 2009 national inventory of actual school evaluation schemes in 91 Chinese school districts. Our review points out that the new mission of Quality-Oriented Education advocates educational equity, curriculum reform, and systemic support for school-based management. However, at the operational level, there are great variations in terms of content domain, focus, and function among school evaluation schemes with notable regional differences. Furthermore, schools are still caught between the existing system that measures school performance by achievement and the intended accountability scheme that calls for enhanced student ability. This chapter adds to the empirical foundation for the development of a new framework that not only captures the spirit of the national educational reform but also is informed of the developmental needs of schools in drastically different geo-economical and social conditions.

Keywords

Citation

Chen Cravens, X., Chu, H. and Zhao, Q. (2011), "Defining School Effectiveness in the Reform for Quality-Oriented Education", Huang, T. and Wiseman, A. (Ed.) The Impact and Transformation of Education Policy in China (International Perspectives on Education and Society, Vol. 15), Emerald Group Publishing Limited, Bingley, pp. 153-185. https://doi.org/10.1108/S1479-3679(2011)0000015010

Download as .RIS

Publisher

:

Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.