Evidence on the Intended and Unintended Effects of Publishing School Performance Indicators

Abstract

This paper reports on a study (literature review, interviews, expert discussion) on the experiences in England and France of publishing school performance indicators (SPIs) as far as the nature of the published information, the form of publication, and the effects of these publications on schools and parents are concerned. After presenting what is being published, how and with what impact, the authors formulate 15 recommendations for improving the publication of SPIs.