IPS initiative commissioned by the Department of Education (WA) was undertaken in 2013. This review found that principals welcomed the flexibilities offered by the program. There was no evidence of any change to attendance, suspension or academic achievement. The review noted that it was too early for the initiative to demonstrate an effect on student outcomes. A study in Victoria, Australia, following self-managing reforms in that state found no direct cause and effect between the decentralisation of decision-making in planning and resource allocation, and improved learning outcomes of students. A recent review of the literature into the effects of school autonomy concludes there is no causal link between autonomy and improved student learning outcomes, however local decision-making can improve learning outcomes in particular circumstances, such as where there are strong accountability mechanisms and a focus on improving the quality of teaching. The OECD has attempted to map the types and levels of autonomy across education systems, and to measure the impact of school autonomy on student performance. A comparison of the 2003 PISA results by the OECD concludes that different facets of school autonomy and accountability are associated with the level of student achievement - students perform better on average in schools with the authority to hire staff, but perform worse in schools with authority over formulating budgets. A comparison of the 2006 PISA results concludes that 'school level autonomy in relation to staffing, educational content and budgeting do not show a significant association with school performance. However, a system-level composition effect appears with regard to school autonomy in educational content as well as budgeting. Students in educational systems giving more autonomy to schools to choose textbooks, to determine course content, and to decide which courses to offer, tend to perform better regardless of whether the schools which individual students attend have higher degrees of autonomy or not'. A comparison of the 2012 PISA results concludes that school systems where schools have more autonomy over curricula and assessments tend to perform better overall, however the relationship between school autonomy and performance within countries is more complex, with factors such as accountability arrangements and teacher-principal collaboration in school management impacting on performance. Scholarly concern is registered about the effects of self-management and the deregulation of school choice that has accompanied it. These effects include: increased administrative burden on principals; levels of resourcing required to effectively self-govern; and the intensification of 'the