3,818
Views
63
CrossRef citations to date
0
Altmetric
Articles

Reforming governance through policy instruments: how and to what extent standards, tests and accountability in education spread worldwide

ORCID Icon, &

References

  • Amrein-Beardsley, A., & Holloway, J. (2017). Value-added models for teacher evaluation and accountability: Commonsense assumptions. Educational Policy. doi: 10.1177/0895904817719519
  • Au, W. (2016). Meritocracy 2.0: High-stakes, standardized testing as a racial project of neoliberal multiculturalism. Educational Policy, 30(1), 39–62.
  • Baker, B. D., Oluwole, J. O., & Green, P. C. (2013). The legal consequences of mandating high stakes decisions based on low quality information: Teacher evaluation in the race-to-the-Top era. Education Policy Analysis Archives, 21(5), doi: 10.14507/epaa.v21n5.2013
  • Ball, S. J. (2008). The legacy of ERA, privatization and the policy ratchet. Educational Management Administration & Leadership, 36(2), 185–199. doi: 10.1177/1741143207087772
  • Ball, S. J., Junemann, C., & Santori, D. (2017). Edu.net. Globalisation and education policy mobility. London: Routledge. doi: 10.4324/9781315630717
  • Barbana, S., Dumay, X., & Dupriez, V. (2014). Perceptions et usages des instruments d’accountability. Enquête exploratoire dans l’enseignement secondaire en Belgique francophone. [Perceptions and uses of accountability instruments. Exploratory survey in secondary education in French-speaking Belgium]. Éducation Compare, 12, 21–44.
  • Barzanò, G., & Grimaldi, E. (2013). Discourses of merit. The hot potato of teacher evaluation in Italy. Journal of Education Policy, 28(6), 767–791. doi: 10.1080/02680939.2013.774439
  • Béland, D., & Howlett, M. (2016). How solutions chase problems: Instrument constituencies in the policy process. Governance, 29(3), 393–409.
  • Betebenner, D. W., Howe, K. R., & Foster, S. S. (2005). On school choice and test-based accountability. Education Policy Analysis Archives, 13(41), doi: 10.14507/epaa.v13n41.2005
  • Bezes, P. (2007). The hidden politics of administrative reform: Cutting French civil service wages with a low-profile instrument. Governance, 20(1), 23–56. doi: 10.1111/j.1468-0491.2007.00343.x
  • Bradbury, A. (2014). ‘Slimmed down’ assessment or increased accountability? Teachers, elections and UK government assessment policy. Oxford Review of Education, 40(5), 610–627. doi: 10.1080/03054985.2014.963038
  • Bravo, J. (2011). SIMCE: Pasado, presente y futuro del sistema nacional de evaluación [SIMCE: Past, present and future of the national system of evaluation]. Estudios Públicos, 123, 189–211.
  • Browes, N., & Altinyelken, H. K. (2018, September). The evolution of test-based accountability in the autonomous Dutch system: A policy instruments approach. Paper presented at the European Conference on Educational Research (ECER), Bolzano, Italy.
  • Burch, P. E. (2006). The new educational privatization: Educational contracting and high stakes accountability. Teachers College Record, 108(12), 2582–2610.
  • Camphuijsen, M., Skedsmo, G., & Møller, J. (2018, September). School autonomy with accountability as a global education reform: Its adoption and re-contextualization in the Norwegian context. Paper presented at the European Conference on Educational Research (ECER), Bolzano, Italy.
  • Campos-Martínez, J., & Guerrero-Morales, P. (2016). Efectos indeseados de la medición de la calidad educativa en Chile. La respuesta de la sociedad civil [Undesired effects of quality measuring in Chile. The civil society response]. Cadernos CEDES, 36(100), 355–374. doi: 10.1590/cc0101-32622016171351
  • Capano, G., & Lippi, A. (2017). How policy instruments are chosen: Patterns of decision makers’ choices. Policy Sciences, 50(2), 269–293. doi: 10.1007/s11077-016-9267-8
  • Carvalho, L. M., & Costa, E. (2017). Avaliação externa das escolas em Portugal: Atores, conhecimentos, modos de regulação [external evaluation of schools in Portugal: Actors, knowledges and regulation modes]. Revista Brasileira de Política e Administração Da Educação, 33(3), 685–705. doi: 10.21573/vol33n32017.79302
  • Clarke, J., Gewirtz, S., & McLaughlin, E. (2000). New managerialism, new welfare. Thousand Oaks: SAGE Publications.
  • Dale, R. (2018). Global education policy: Creating different constituencies of interest and different modes of valorisation. In A. Verger, H. K. Altinyelken, & M. Novelli (Eds.), Global education policy and international development: New agendas, issues and policies (pp. 289–298). New York: Bloomsbury.
  • Dobbins, M., & Christ, C. (2017). Do they matter in education politics? The influence of political parties and teacher unions on school governance reforms in Spain. Journal of Education Policy. doi: 10.1080/02680939.2017.1406153
  • Dobrick, A. (2014). Poverty and pretense: Good intentions and misguided educational reform from No Child left behind through race to the Top. In E. M. Zamani-Gallaher (Ed.), The Obama administration and educational reform (pp. 27–44). Bingley: Emerald Group Publishing Limited. doi: 10.1108/S1479-358X20130000010002
  • Falabella, A. (2015). El mercado escolar en Chile y el surgimiento de la nueva gestión pública: El tejido de la política entre la dictadura neoliberal y los gobiernos de la centroizquierda. [The school market in Chile and the rise of new public management: The political intersection between the neoliberal dictatorship and center-left governments]. Educação & Sociedade, 36(132), 699–722. doi: 10.1590/ES0101-73302015152420
  • Falabella, A. (2018). The seduction of hyper-surveillance: Standards, testing and accountability in Chilean schools. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, United States, April 13th-17th.
  • Flórez, M. T. (2013). Análisis crítico de la validez del sistema de medición de la calidad de la educación (SIMCE) [critical analysis of the validity of the system of measurement of education quality (SIMCE)]. Oxford: Oxford University Centre for Educational Assessment.
  • Gable, A., & Lingard, B. (2016). NAPLAN data: A new policy assemblage and mode of governance in Australian schooling. Policy Studies, 37(6), 568–582. doi: 10.1080/01442872.2015.1115830
  • Gairín Sallán, J. (2015). Autonomy and school management in the Spanish context. Educational, Cultural and Psychological Studies, 11, 103–117. doi: 10.7358/ecps-2015-011-gair
  • Gallego, R. (2003). Public management policy making in Spain, 1982–1996: Policy entrepreneurship and (in) opportunity windows. International Public Management Journal, 6(3), 283–307.
  • Gindin, J., & Finger, L. (2013). Promoting education quality: The role of teachers’ unions in Latin America. (Paper commissioned for the EFA Global Monitoring Report 2013/2014, Teaching and learning: Achieving quality for all). Retrieved from scholar.harvard.edu/ files/lesliefinger/files/unesco_paper.pdf.
  • Grimaldi, E., & Serpieri, R. (2013). Jigsawing education evaluation. Pieces from the Italian New public management puzzle. Journal of Educational Administration and History, 45(4), 306–335. doi: 10.1080/00220620.2013.822350
  • Gunter, H. M., Grimaldi, E., Hall, D., & Serpieri, R. (Eds.). (2016). New public management and the reform of education: European lessons for policy and practice. New York/London: Routledge.
  • Gysling, J. (2015). The historical development of educational assessment in Chile: 1810–2014. Assessment in Education: Principles, Policy & Practice, 23(1), 8–25. doi: 10.1080/0969594x.2015.1046812
  • Hall, P. A. (1993). Policy paradigms, social learning, and the State: The case of economic policymaking in Britain. Comparative Politics, 25(3), 275–296. doi: 10.2307/422246
  • Hargreaves, A., & Shirley, D. (2009). The fourth way. The inspiring future of educational change. Thousand Oaks: Corwin.
  • Hatch, T. (2013). Beneath the surface of accountability: Answerability, responsibility and capacity-building in recent education reforms in Norway. Journal of Educational Change, 14(2), 113–138. doi: 10.1007/s10833-012-9206-1
  • Helgøy, I., & Homme, A. (2007). Towards a new professionalism in school? A comparative study of teacher autonomy in Norway and Sweden. European Educational Research Journal, 6(3), 232–249. doi: 10.2304/eerj.2007.6.3.232
  • Hogan, A., Sellar, S., & Lingard, B. (2016). Commercialising comparison: Pearson puts the TLC in soft capitalism. Journal of Education Policy, 31(3), 243–258. doi: 10.1080/02680939.2015.1112922
  • Hood, C. (2007). Intellectual obsolescence and intellectual makeovers: Reflections on the tools of government after two decades. Governance, 20(1), 127–144. doi: 10.1111/j.1468-0491.2007.00347.x
  • Hursh, D. (2005). The growth of high-stakes testing in the USA: Accountability, markets and the decline in educational equality. British Educational Research Journal, 31(5), 605–622. doi: 10.1080/01411920500240767
  • Kassim, H., & Le Galès, P. (2010). Exploring governance in a multi-level polity: A policy instruments approach. West European Politics, 33(1), 1–21. doi: 10.1080/01402380903354031
  • Kauko, J., Rinne, R., & Takala, T. (Eds.). (2018). Politics of quality in education. A comparative study of Brazil, China, and Russia. Abingdon/New York: Routledge. doi: 10.4324/9780203712306
  • Kickert, W. (2007). Public management reforms in countries with a Napoleonic state model: France, Italy and Spain. In C. Pollitt, S. V. Thiel, V. Homburg, & S. Van Thiel (Eds.), New public management in Europe (pp. 26–51). London: Palgrave Macmillan UK. doi: 10.1057/9780230625365_3
  • Klitgaard, M. B. (2007). Do welfare state regimes determine public sector reforms? Choice reforms in American, Swedish and German schools. Scandinavian Political Studies, 30(4), 444–468. doi: 10.1111/j.1467-9477.2007.00188.x
  • Lascoumes, P., & Le Galès, P. (2007). Introduction: Understanding public policy through its instruments? From the nature of instruments to the sociology of public policy instrumentation. Governance, 20(1), 1–21. doi: 10.1111/j.1468-0491.2007.00342.x
  • Le Galès, P. (2010). Policy instruments and governance. In M. Bevir (Ed.), Handbook of governance (pp. 142–159). London/Thousand Oaks: Sage.
  • Lenschow, A., Liefferink, D., & Veenman, S. (2005). When the birds sing. A framework for analysing domestic factors behind policy convergence. Journal of European Public Policy, 12(5), 797–816. doi: 10.1080/13501760500161373
  • Mahoney, J. (2000). Path dependence in historical sociology. Theory and Society, 29(4), 507–548.
  • Mansell, W. (2011). Improving exam results, but to what end? The limitations of New Labour’s control mechanism for schools: Assessment-based accountability. Journal of Educational Administration and History, 43(4), 291–308. doi: 10.1080/00220620.2011.606896
  • Maroy, C., Pons, X., & Dupuy, C. (2017). Vernacular globalisations: Neo-statist accountability policies in France and Quebec education. Journal of Education Policy, 32(1), 100–122.
  • Meckes, L., & Carrasco, R. (2010). Two decades of SIMCE: An overview of the national assessment system in Chile. Assessment in Education: Principles, Policy & Practice, 17(2), 233–248. doi: 10.1080/09695941003696214
  • Møller, J., & Skedsmo, G. (2013). Modernising education: New public management reform in the Norwegian education system. Journal of Educational Administration and History, 45(4), 336–353. doi: 10.1080/00220620.2013.822353
  • Montefiore, G. (2018). The good school reform. A double analysis of the last Italian NPM Education reform in its development from government idea to law and in its rhetoric. Unpublished manuscript, Universitat Autònoma de Barcelona, Spain.
  • Moos, L. (2014). Educational governance in Denmark. Leadership and Policy in Schools, 13(4), 424–443. doi: 10.1080/15700763.2014.945655
  • Muijs, D., & Chapman, C. (2009). Accountability for improvement: Rhetoric or reality? In C. Chapman & H. M. Gunter (Eds.), Radical reform. Perspectives on an era of educational change (pp. 28–41). Abingdon/New York: Routledge.
  • Niemann, D., Martens, K., & Teltemann, J. (2017). PISA and its consequences: Shaping education policies through international comparisons. European Journal of Education, 52(2), 175–183. doi: 10.1111/ejed.12220
  • OECD. (2005). OECD, Modernising Government: The Way Forward. Paris: OECD.
  • OECD. (2013). Synergies for better learning: An international perspective on evaluation and assessment. Paris: OECD. Retrieved from http://www.oecd.org/education/school/synergies-for-better-learning.htm
  • Osses, A., Bellei, C., & Valenzuela, J. P. (2015). External technical support for school improvement: Critical issues from the Chilean experience. Journal of Educational Administration and History, 47(3), 272–293. doi: 10.1080/00220620.2015.1038699
  • Pagès, M., & Prieto, M. (2018, September). SAWA policies in a context of school choice: Evidence from Spain. Paper presented at the European Conference on Educational Research (ECER), Bolzano, Italy.
  • Parcerisa, L., & Falabella, A. (2017). La consolidación del Estado evaluador a través de políticas de rendición de cuentas: Trayectoria, producción y tensiones en el sistema educativo. [The consolidation of the evaluative state through accountability policies: Trajectory, enactment and tensions in the Chilean education system]. Education Policy Analysis Archives, 25(89), doi: 10.14507/epaa.25.3177
  • Peters, G. (2002). The politics of tool choice. In L. M. Salamon (Ed.), with O. V. Elliott, The tools of government. A guide to the new governance (pp. 552–564). Oxford: Oxford University Press.
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Oxford, UK: Blackwell Publishing.
  • Pino-Yancovic, M., Oyarzún-Vargas, G., & Salinas-Barrios, I. (2016). Crítica a la rendición de cuentas: Narrativa de resistencia al sistema de evaluación en Chile. [A critical approach to accountability: A narrative of resistance against the evaluation system in Chile]. Cadernos CEDES, 36(100), 337–354. doi: 10.1590/cc0101-32622016171362
  • Pizmony-Levy, O., & Woolsey, A. (2017). Politics of education and teachers’ support for high-stakes teacher accountability policies. Educational Policy Analysis Archives, 25(87), doi: 10.14507/epaa.25.2892
  • Pollitt, C. (2007). Convergence or divergence: What has been happening in Europe? In C. Pollitt, S. V. Thiel, V. Homburg, & S. Van Thiel (Eds.), New public management in Europe (pp. 10–25). London: Palgrave Macmillan UK. doi: 10.1057/9780230625365_2
  • Pollitt, C., & Bouckaert, G. (2011). Public Management Reform. A comparative analysis—New Public Management, Governance, and the Neo-Weberian State  (3rd edition). Oxford: Oxford University Press.
  • Ramirez, F. O., Schofer, E., & Meyer, J. W. (2018). International tests, national assessments, and educational development (1970–2012). Comparative Education Review, 62(3), 344–364. doi: 10.1086/698326
  • Rizvi, F., & Lingard, B. (2010). Globalizing education policy. London, UK: Routledge.
  • Sahlberg, P. (2016). The global educational reform movement and its impact on schooling. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The handbook of global education policy (pp. 128–144). West Sussex: Wiley-Blackwell.
  • Saura, G., Muñoz-Moreno, J. L., Luengo-Navas, J., & Martos, J. M. (2017). Protestando en Twitter: Ciudadanía y empoderamiento desde la educación pública. [Protesting on Twitter: Citizenship and empowerment from public education]. Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, 25(53), 39–48. doi: 10.3916/C53-2017-04
  • Scott, C. (2000). Accountability in the regulatory state. Journal of Law and Society, 27(1), 38–60. doi: 10.1111/1467-6478.00146
  • Serpieri, R., Grimaldi, E., & Vatrella, S. (2015). School evaluation and consultancy in Italy. Sliding doors towards privatisation? Journal of Educational Administration and History, 47(3), 294–314. doi: 10.1080/00220620.2015.1038695
  • Simmonds, M., & Webb, P. T. (2013). Accountability synopticism : How a think tank and the media developed a quasi- market for school choice in British Columbia. International Education Journal: Comparative Perspectives, 12(2), 21–41. Retrieved from https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/7454
  • Simons, A., & Voß, J. P. (2018). The concept of instrument constituencies: Accounting for dynamics and practices of knowing governance. Policy and Society, 37(1), 14–35. doi: 10.1080/14494035.2017.1375248
  • Skedsmo, G. (2011). Formulation and realisation of evaluation policy: Inconsistencies and problematic issues. Educational Assessment, Evaluation and Accountability, 23(1), 5–20. doi: 10.1007/s11092-010-9110-2
  • Solhaug, T. (2011). New public management in educational reform in Norway. Policy Futures in Education, 9(2), 267–279. doi: 10.2304/pfie.2011.9.2.267
  • Stamelos, G., Vassilopoulos, A., & Bartzakli, M. (2012). Understanding the difficulties of implementation of a teachers’ evaluation system in Greek primary education: From national past to European influences. European Educational Research Journal, 11(4), 545–557. doi: 10.2304/eerj.2012.11.4.545
  • Teltemann, J., & Jude, N. (2018, July). New accountability schemes? Assessing trends in educational assessment and accountability procedures in OECD countries. Paper presented at the XIX International Sociological Association (ISA) World Conference, Toronto, Canada.
  • Termes, A., & Mentini, L. (2018, September). From low to high stakes: Ideational and material drivers behind test-based accountability reforms in Minas Gerais, Brazil. Paper presented at the European Conference on Educational Research (ECER), Bolzano, Italy.
  • Thelen, K. (2004). How institutions evolve. In J. Mahoney & D. Rueschemeyer (Eds.), Comparative historical analysis in the social sciences (pp. 208–240). Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511803963.007
  • Thiel, C., Schweizer, S., & Bellmann, J. (2017). Rethinking side effects of accountability in education: Insights from a multiple methods study in four German school systems. Education Policy Analysis Archives, 25(93), doi: 10.14507/epaa.25.2662
  • Tveit, S. (2009). Educational assessment in Norway – A time of change. In C. Wyatt-Smith & J. J. Cumming (Eds.), Educational assessment in the 21st century: Connecting theory and practice (pp. 227–243). Dordrecht: Springer Netherlands. doi:10.1007/978-1-4020-9964-9 12
  • Vaillant, D. (2005). Education reforms and teachers’ unions: Avenues for action (IIEP Fundamentals of educational planning 82). Paris, France: UNESCO–International Institute for Educational Planning. Retrieved from unesdoc.unesco.org/images/ 0014/001410/141028e.pdf.
  • Veloso, L., Abrantes, P., & Craveiro, D. (2013). The Portuguese schools’ evaluation programme: A sociological approach to the participation of social actors. Evaluation, 19(2), 110–125. doi: 10.1177/1356389013485616
  • Verger, A., & Curran, M. (2014). New public management as a global education policy: Its adoption and re-contextualization in a Southern European setting. Critical Studies in Education, 55(3), 253–271. doi: 10.1080/17508487.2014.913531
  • Verger, A., Parcerisa, L., & Fontdevila, C. (2018). The growth and spread of large-scale assessments and test-based accountabilities: A political sociology of global education reforms. Educational Review, 71(1), 1–26. doi: 10.1080/00131911.2019.1522045
  • Vetterlein, A., & Moschella, M. (2014). International organizations and organizational fields: Explaining policy change in the IMF. European Political Science Review, 6(01), 143–165. doi: 10.1017/S175577391200029X
  • Wang, Y. (2017). The social networks and paradoxes of the opt-out movement amid the Common core State standards implementation: The case of New York. Education Policy Analysis Archives, 25(1), 1–27.
  • Whetton, C. (2009). A brief history of a testing time: National curriculum assessment in England 1989–2008. Educational Research, 51(2), 137–159. doi: 10.1080/00131880902891222
  • Whitty, G., & Wisby, E. (2016). Education in England – A testbed for network governance? Oxford Review of Education, 42(3), 316–329. doi: 10.1080/03054985.2016.1184873
  • Wilkins, A., & Olmedo, A. (Eds.). (2019). Education governance and social theory: Interdisciplinary approaches to research. London: Bloomsbury Publishing.
  • Ydesen, C. (2013). Educational testing as an accountability measure: Drawing on twentieth-century Danish history of education experiences. Paedagogica Historica, 49(5), 716–733. doi: 10.1080/00309230.2013.815235
  • Ydesen, C., & Andreasen, K. E. (2014). Accountability practices in the history of Danish primary public education from the 1660s to the present. Education Policy Analysis Archives, 22(120), doi: 10.14507/epaa.v22.1618

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.