The Effects of Accountability System Features on Data Use

• In Event: Promoting Data Use in Education: Promises and Pitfalls

Abstract

Since the 1970s, American education policy has relied on test-based accountability policies to improve student achievement and to close achievement gaps between advantaged and disadvantaged groups. Central to the theory of action underlying accountability is the idea that newly available data – in conjunction with the sanctions attached to these data – change the way that schools and teachers do business. This paper reviews the effects of accountability systems on data use, outcomes, and practice, and describes six features of accountability systems that may affect how schools and teachers use data on a day-to-day basis. First, accountability systems put varying amounts and types of pressure on schools to improve, and also differ in the required pace of improvement. Market accountability systems (those that publicly report scores) may have different effects than regulatory accountability systems (those that have sanctions). Even in systems with sanctions, these vary on a continuum from supportive to punitive. Second, the locus of pressure varies across accountability systems. Systems may hold districts, schools, or students accountable for performance; recent policy developments suggest that individual teachers will soon be held accountable. Third, accountability systems vary in the goals they set for student performance. Prioritizing growth versus proficiency will induce different responses, as will holding schools accountable for subgroups. Fourth, features of assessments may affect data use. To the extent that educators feel that using test data will improve scores and they are provided in a penetrable format, educators will be more likely to use data, though it is not clear how. Fifth, whether the accountability system incorporates multiple measures, or is process or outcome-oriented (or combines the two), will affect how data are used. Finally, whether an accountability system focuses on short or long-term outcomes will affect how data are used. After reviewing the existing research that speaks to each dimension, the paper proposes a research agenda intended to further illuminate our understanding of how accountability systems affect data use in each.

Author

• Jennifer Jennings, New York University