Abstract
This paper examines the link between decentralisation in school management and student achievement levels in secondary schools in India. It employs observational data from two school surveys conducted as part of the Young Lives project in the southern Indian states of Telangana and Andhra Pradesh to create a measure of decentralisation as a latent construct. The relationship between decentralisation and students’ abilities in mathematics and English is measured using linear mixed effects models. Contrary to the expectations in much literature, we find a negative association between decentralisation and students’ scores on Maths and English assessments, even when controlling for a variety of individual and school characteristics. The results from the analysis therefore problematises decentralisation initiatives such as school-based management to improve student achievement.
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