01423pab a2200193 454500008004000000100001600040245006700056260000900123300001200132362001200144520083700156650002800993650003001021650001401051773003301065909001001098999001701108952010401125180718b2001   xxu||||| |||| 00| 0 eng d  aBohte, John  aSchool bureaaucracy and student performance at the local level  c2001  ap.92-99  aJan-Feb  aA major debate in American education centers on the role bureaucracy plays in shaping educational performance.  Proponents of school choice argue that large educational bureaucracies have contributed to dramatic performance shortfalls in America's public schools.  Other scholars view educational bureaucracies as beneficial because they manage a wide range of problems and thus make it easier for teachers to focus on the core task of teaching.  This study examines these competing claims about the impact of bureaucracy on student performance using district level data from Texas public schools.  The findings from several regression models reveal negative relationships between bureaucracy (measured both at the central and campus administration levels) and student performance across several different grade levels. - Reproduced  aSchools - United States  aEducation - United States  aEducation  aPublic Administration Review  a49189  c49189d49189  00104070aIIPAbIIPAd2018-07-19hVolume no: 61, Issue no: 1pAR49617r2018-07-19w2018-07-19yAR