Context, mechanisms and outcomes of accountability policies; a comparative review of 14 systems

• In Event: Measuring Impact, Imagining Futures: What Works (and Doesn’t) in Education Reform

Abstract

This study examines accountability systems across 14 jurisdictions to inform evidence-based education policy. The study was conducted for the recently established Centre for Education Systems in the UK; set up to provide governments, advisors, and campaigners with evidence, and to provide a deep understanding of different policy areas. Using a three-phase methodology, we analyzed policy documents and conducted systematic reviews of empirical research to understand the purpose, structure, implementation, and effects of accountability systems. The research employed a realist approach to identify context-mechanism-outcome configurations that explain how accountability leads to specific outcomes. Key findings reveal common patterns including formal and informal pressure to improve, professional development requirements, feedback utilization from inspections and assessments, and capacity-building for evaluation cultures.

Authors

• Melanie Ehren, Vrije Universiteit Amsterdam

• loic menzies, University of Cambridge

• Alison O'Mara-Eves, University College London - IOE

• Simon Antonia, University College London - IOE