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Enacting Accountabilities in Education (Part 2): Its Effects on Teachers' Work and on the Teaching Profession

Sun, April 11, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), AERA Committees, International Relations Committee Paper and Symposium Sessions

Session Type: Symposium

Abstract

In recent decades, education governance increasingly relies on performance-based accountability (PBA) instruments. A key assumption underlying PBA is that holding schools accountable for achievement of learning standards will encourage school actors to adopt more effective educational strategies. PBA is also expected to generate new sources of data that school actors should use to promote instructional improvement. Nonetheless, evidence on the circumstances and mechanisms under which these policy initiatives generate their intended effects or, otherwise, side- or unintended-effects remains inconclusive. The papers in this double-symposium represent diverse educational settings and accountability regimes, and address the ways in which different accountability designs are enacted at district and school levels and their potential of generating particular policy outcomes and effects.

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