{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T18:03:48Z","timestamp":1754157828936,"version":"3.41.2"},"reference-count":21,"publisher":"Emerald","issue":"3","license":[{"start":{"date-parts":[[2012,3,9]],"date-time":"2012-03-09T00:00:00Z","timestamp":1331251200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2012,3,9]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-heading\">Purpose<\/jats:title><jats:p>The literature is very rich in its discussion on how to measure school performance, but there are still a number of gaps to investigate in relation to the determinants of that performance, especially at the level of school performance management practices. The purpose of the paper is to understand better performance management practices in schools and how they may relate to school achievement.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title><jats:p>Frequently, the performance of schools is evaluated using solely output measures: especially exam classifications, but also progression rates, completion rates and wastage rates. Previously, a value\u2010added approach was used to quantitatively evaluate Portuguese secondary schools beyond output results. From the results of this exercise, a sample of schools with different levels of observed performance was chosen. In\u2010depth case studies of the sample of schools were undertaken to gather an understanding of their performance management practices, taking Bouckaert and Halligan's framework of analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Findings<\/jats:title><jats:p>Self\u2010evaluation and performance management are not well developed in schools. Most schools monitor exam results, progression and completion rates. However, they do not seem to do it in a formal and systematic way, and find it difficult to understand the reasons for the results obtained. Incorporation of performance measures into performance management is incipient, and most acknowledge the difficulty of going from measurement of results to improvement actions. Few can demonstrate that improvement actions have resulted from self\u2010evaluation and very few evaluate improvement actions' results. There seems to be an agreement that the external evaluation of schools has prompted the development of self\u2010evaluation.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title><jats:p>This is a study at the meso level of analysis of public sector performance, that of state education. The study contributes to a better understanding of performance management in Portuguese secondary schools. More generally, it investigates the usefulness of the Bouckaert and Halligan framework to assess progress in performance management and whether that will lead to progress in performance itself.<\/jats:p><\/jats:sec>","DOI":"10.1108\/17410401211205641","type":"journal-article","created":{"date-parts":[[2012,2,25]],"date-time":"2012-02-25T07:11:14Z","timestamp":1330153874000},"page":"272-289","source":"Crossref","is-referenced-by-count":9,"title":["School performance management practices and school achievement"],"prefix":"10.1108","volume":"61","author":[{"given":"Cl\u00e1udia S.","family":"Sarrico","sequence":"first","affiliation":[]},{"given":"Maria J.","family":"Rosa","sequence":"additional","affiliation":[]},{"given":"Maria J.","family":"Manatos","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"key":"key2022021520272962200_b1","doi-asserted-by":"crossref","unstructured":"Bouckaert, G. and Halligan, J. (2008), Managing Performance: International Comparisons, Routledge, Abingdon.","DOI":"10.4324\/9780203935958"},{"key":"key2022021520272962200_b2","unstructured":"Coelho, I.P., Sarrico, C.S. and Rosa, M.J. (2007), \u201cAvalia\u00e7\u00e3o de escolas em Portugal: que futuro?\u201d (\u201cEvaluation of schools in Portugal: what future?)\u201d, Revista Portuguesa e Brasileira de Gest\u00e3o, Vol. 7 No. 2, pp. 56\u201067."},{"key":"key2022021520272962200_b3","unstructured":"Faubert, V. (2009), School Evaluation: Current Practices in OECD Countries and a Literature Review, OECD, Paris."},{"key":"key2022021520272962200_b4","doi-asserted-by":"crossref","unstructured":"Ferlie, E., Lynn, L. and Pollitt, C. (2005), \u201cIntroductory remarks\u201d, The Oxford Handbook of Public Management, Oxford University Press, Oxford, pp. 1\u20104.","DOI":"10.1093\/oxfordhb\/9780199226443.003.0001"},{"key":"key2022021520272962200_b5","doi-asserted-by":"crossref","unstructured":"Hood, C. (1995), \u201cContemporary public management: a new global paradigm?\u201d, Public Policy and Administration, Vol. 10 No. 2, pp. 104\u201017.","DOI":"10.1177\/095207679501000208"},{"key":"key2022021520272962200_b6","unstructured":"IGE (2010), Avalia\u00e7\u00e3o Externa das Escolas 2009\u20102010 \u2013 Relat\u00f3rio (External Evaluation of Schools 2009\u20102010 \u2013 Report), Inspec\u00e7\u00e3o\u2010Geral da Educa\u00e7\u00e3o, Lisboa."},{"key":"key2022021520272962200_b7","doi-asserted-by":"crossref","unstructured":"Kyriakides, L. and Campbell, R.J. (2004), \u201cSchool self\u2010evaluation and school improvement: a critique of values and procedures\u201d, Studies in Educational Evaluation, Vol. 30 No. 1, pp. 23\u201036.","DOI":"10.1016\/S0191-491X(04)90002-8"},{"key":"key2022021520272962200_b8","unstructured":"McGlynn, A. and MacBeath, J. (2002), Self\u2010evaluation. 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