School Inspectors’ Decision-making: Evidence from a Comparative Perspective

ABSTRACT

In an era of test-based accountability, school inspections can offer a more nuanced understanding of why schools fail. Yet, we have limited knowledge of how inspectors arrive at their decisions on school quality. Analyzing inspectors’ decision-making can reveal the underlying views regarding school accountability and open opportunities for school improvement. We use a comparative case study of contrasting inspection systems in the United States, the Netherlands, and Argentina. Based on in-depth interviews with inspectors, our findings reveal that inspectors’ sensemaking and decisions are strongly influenced by local culture, professional traditions, and views on school accountability. These contrasting processes illustrate trade-offs between rigid and flexible approaches to school inspection that have consequences for school improvement.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1. At the time of the interviews, the Dutch system was transitioning to School Board inspections in addition to continuing with the risk-oriented school inspections. In our interviews, we focused on the on-site school inspections as implemented until the academic year 2016-17.