Objectives and theoretical framework

Since the 1990s and particularly following the insufficient results in the PISA-assessment of Austrian students in the core-competences reading, mathematics and science at the beginning of the 21^st century, a change in the steering mechanisms of the Austrian school system could be observed. In order to promote quality assurance and quality improvement in schools, there has been a shift in the educational system from a centralist—hierarchic input‑oriented to a more results‑orientated output‑ or evidence‑based policy (Specht, 2006). The implementation of instruments such as internal or external evaluation was meant to enhance the quality of the educational system; nevertheless, there is comparatively little evidence for the effectiveness of these procedures. In fact, most studies focus either on the acceptance or the effect of individual measurements such as school inspection (e. g. Böhm-Kasper & Selders, 2013) or centrally standardized exams (e. g. Maag Merki, 2012).

Altrichter, Kemethofer and Leitgöb (2012) offer a detailed description of quality approaches in Austrian schools. The authors used information from school leaders to evaluate which measures of quality assurance and quality development are established in Austrian schools. The results indicate that instruments with a focus on the individual school are realized in about 90 % of all schools whereas instruments following the logic of evidence based governance (see Altrichter & Maag Merki, 2010) are realized in less than one third of all schools. Furthermore the authors showed that principals' assess evidence-based strategies weakest among different elements of sysem governace with respect to their power to stimulate change and development. 

In Germany, Demski et al. (2012) had a look on how useful school leaders and teachers estimate different sources of evidence-based information (e. g. feedback by pupils, external evaluation, etc.). Both, teachers and principals prefer information which is directly linked to the school. In another study Wurster, Richter, Schliesing and Pant (2013) investigated the role of various types of evaluations with respect to dissemination and use of the results as reported by school leaders. The authors report a higher benefit of self-evaluation as a stimulus for quality development compared to school inspections and state-wide tests.

To sum up, most comparative studies conclude that ‘in-school’-measurements are evaluated as preferred quality approaches by school leaders, however, there is hardly any evidence that these instruments have a more positive effect on student achievement.

In the paper at hand, we analyse the relationship between various instruments of school development and student achievement in mathematics. Additionally we will control for the school type and the socioeconomic composition of the students within a school. The study aims at identifying aspects of quality approaches that have a positive effect on student achievement. 

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