„Greater school autonomy increases recruitment and management costs, making it harder to provide consistent service. For this reason, granting schools greater responsibility for hiring teachers could lead to greater disparities in teachers’ qualifications and experience among schools.“
OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 22
„Obwohl die grundlegende Annahme darin besteht, dass mehr Autonomie automatisch zu besseren Leistungsergebnissen führt, gibt es dazu überraschend wenige empirische Belege. Klar ist, dass Autonomie allein nicht zu einer besseren Qualität des Lernens führt. Sie kann positive, keine und bisweilen auch negative Auswirkungen haben.“
Univ.-Prof. Dr. Stefan Brauckmann, Die Presse online am 22. Oktober 2016
„Mehr Autonomie kann an bestimmten Bildungsstandorten auch zu mehr Wettbewerb zwischen Schulen führen. Es bedeutet […], dass Schulen zunehmend in Konkurrenz um die Ressource Schüler treten. Dann ist die Frage, welche Kinder von dieser Art Wettbewerb langfristig profitieren werden.“
Univ.-Prof. Dr. Stefan Brauckmann, Die Presse online am 22. Oktober 2016
Frankreich: „There are large performance gaps between schools. Disadvantaged schools benefit less from experienced teachers, and school segregation reflects socioeconomic, academic and migrant backgrounds as well as residential segregation.“
EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 99
Flandern: „Schools with the most disadvantaged pupils are unable to attract the most experienced teachers and heads and face greater turnover in the teaching staff.“
EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 19
„The increase in accountability that accompanies autonomy, together with high-stakes testing, may restrict innovation, especially where sanctions are imposed at school level.“
EU-Kommission (Hrsg.), „Education and Training Monitor 2016“ (2016), S. 61
„After accounting for the socio-economic profile of students and schools, there is no association between school autonomy and student performance in science, on average across OECD countries.“
OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 37
„In Finland, school principals exercised greater autonomy over selecting and firing teachers in 2015 than in 2009, but had less responsibility for the curriculum and for assessment and disciplinary policies.“
OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 113
Österreich: „The lack of administrative support staff will make it difficult to give schools greater autonomy as this implies more tasks and responsibilities for school leaders.“
OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 187
„Giving schools the full autonomy in hiring teachers carries the risk of amplifying differences between schools, since the more attractive schools will be able to attract the better teachers.“
OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 33
„When schools enjoy more autonomy over curricula and assessments, the share of low performers in mathematics across the education system is smaller; but this association is not observed when schools have more autonomy over resource allocation.“
OECD (Hrsg.), „Low-Performing Students“ (2016), S. 172
„Mehr Autonomie bringt nicht unbedingt bessere Leistungsergebnisse. Obwohl eine grundlegende Annahme darin besteht, dass Schulautonomie zu einer verbesserten Qualität des Lernens beitragen würde, gibt es überraschend wenig empirische Evidenz zu dieser Frage.“
BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2015, Band 2“ (2016), S. 275
„Es ist zu betonen, dass die ‚Autonomisierung‘ per se keine Verbesserung verspricht, und dass eine Änderung in dieser Hinsicht im Prinzip große Herausforderungen an alle beteiligten AkteurInnen mit sich bringt. Autonomisierung kann auch gravierend scheitern, wenn sie ohne die nötigen Voraussetzungen zu rasch durchgesetzt wird, wie das Beispiel Schweden deutlich zeigt.“
Dr. Lorenz Lassnigg, „Politics – Policy – Practice. Eckpunkte einer sinnvollen Weiterentwicklung des Schulwesens“ (2015), S. 74
USA: „Better teachers, who can have a substantial effect on student success in later life, are disproportionately found in upper-income, high-performance schools, whereas more transient, less capable teachers are disproportionately found in lower-income, low-performance schools.“
Univ.-Prof. Dr. Robert Putnam, „Our Kids: The American Dream in Crisis“ (2015), S. 172
„It is important to note that school autonomy in teacher recruitment involves some complexity as there is the potential for an inequitable distribution of teachers (as schools with more resources and located in advantaged areas have greater potential to attract high quality teachers, see below) and opportunities for favouritism in teacher selection by schools.“
OECD (Hrsg.), „OECD Reviews of School Resources: Flemish Community of Belgium 2015“ (2015), S. 150
„The growing struggle to recruit means that nearly half of schools now use recruitment agencies to recruit their permanent roles, and 69 % of those said that they do so as they have failed to recruit previously. This is adding to schools’ recruitment costs which average £3,000 per vacancy but can run up to £10,000.“
NAHT (Hrsg.), „The NAHT recruitment survey 2015“ (2015), S. 5
„According to TALIS, only 25% of the school leaders report that they have the autonomy to hire teachers.“
Europäische Kommission (Hrsg.), „The Teaching and Learning International Survey (TALIS) 2013“ (2014), S. 28
