Effective school improvement in The Netherlands

Abstract

PurposeThe purpose of this study is to find out what kind of contextual factors that positively or negatively influence effective school improvement (ESI) in The Netherlands.Design/methodology/approachTo achieve the above‐mentioned purpose, Sun's contextual level model with ten contextual factors and 48 indicators has been used to carefully identify and evaluate three large Dutch ESI programs.FindingsThe findings showed that the factors fostering ESI at the Dutch contextual level were: external evaluation and external agents; national goal setting in terms of student outcomes; an adequate time, financial and human resource support; strong centrally steering and empowering ESI; national goal setting in terms of school improvement; engendering a culture in support of ESI; school accountability; offering school some autonomy. The factors hindering ESI at the Dutch national contextual level were: market mechanisms, allowing too much school/teacher autonomy in test taking; and instability of school staff and school counselors.Practical implicationsSun's model with ten factors and 48 indicators can be used to identify or to evaluate the positive or negative factors at the contextual level of any ESI programs in different countries. The findings of this study may have significant implications for ESI, practice and policymaking.Originality/valueThe paper identifies and evaluates positive or negative contextual factors of ESI.