School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes

Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematical...

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Authors: Levatino, Antonina, Verger, Antoni, Camphuijsen, Marjolein K., Termes, Andreu, Parcerisa, Lluís
Format: article
Status:Versión aceptada para publicación
Publication Date:2024
Country:España
Institution:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repository:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/223553
Online Access:https://hdl.handle.net/2445/223553
Access Level:Open access
Keyword:Avaluació de sistemes educatius
Sistema educatiu
Educational systems evaluation
Instructional systems
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spelling School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory RegimesLevatino, AntoninaVerger, AntoniCamphuijsen, Marjolein K.Termes, AndreuParcerisa, LluísAvaluació de sistemes educatiusSistema educatiuEducational systems evaluationInstructional systemsPerformance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematically reviewed 133 empirical studies focusing on PBA side effects. We provide novel insights into the literature on PBA side effects, generating a better understanding of how and under what circumstances they are more likely to occur and through which mechanisms. In contrast to existing reviews, our research includes country contexts where accountability designs are predominantly low-stakes and challenges dichotomous ways of thinking about PBA systems. It uncovers side effects across diverse accountability frameworks and investigates differences and similarities in the mechanisms driving them.SAGE Publications2025202520242025info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion61 p.application/pdfhttps://hdl.handle.net/2445/223553Articles publicats en revistes (Didàctica i Organització Educativa)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.3102/0091732X241270672Review of Research in Education, 2024, vol. 48, num.1, p. 248-286https://doi.org/10.3102/0091732X241270672(c) SAGE Publications, 2024info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2235532026-05-29T05:05:01Z
dc.title.none.fl_str_mv School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
title School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
spellingShingle School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
Levatino, Antonina
Avaluació de sistemes educatius
Sistema educatiu
Educational systems evaluation
Instructional systems
title_short School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
title_full School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
title_fullStr School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
title_full_unstemmed School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
title_sort School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
dc.creator.none.fl_str_mv Levatino, Antonina
Verger, Antoni
Camphuijsen, Marjolein K.
Termes, Andreu
Parcerisa, Lluís
author Levatino, Antonina
author_facet Levatino, Antonina
Verger, Antoni
Camphuijsen, Marjolein K.
Termes, Andreu
Parcerisa, Lluís
author_role author
author2 Verger, Antoni
Camphuijsen, Marjolein K.
Termes, Andreu
Parcerisa, Lluís
author2_role author
author
author
author
dc.subject.none.fl_str_mv Avaluació de sistemes educatius
Sistema educatiu
Educational systems evaluation
Instructional systems
topic Avaluació de sistemes educatius
Sistema educatiu
Educational systems evaluation
Instructional systems
description Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematically reviewed 133 empirical studies focusing on PBA side effects. We provide novel insights into the literature on PBA side effects, generating a better understanding of how and under what circumstances they are more likely to occur and through which mechanisms. In contrast to existing reviews, our research includes country contexts where accountability designs are predominantly low-stakes and challenges dichotomous ways of thinking about PBA systems. It uncovers side effects across diverse accountability frameworks and investigates differences and similarities in the mechanisms driving them.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/223553
url https://hdl.handle.net/2445/223553
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.3102/0091732X241270672
Review of Research in Education, 2024, vol. 48, num.1, p. 248-286
https://doi.org/10.3102/0091732X241270672
dc.rights.none.fl_str_mv (c) SAGE Publications, 2024
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) SAGE Publications, 2024
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 61 p.
application/pdf
dc.publisher.none.fl_str_mv SAGE Publications
publisher.none.fl_str_mv SAGE Publications
dc.source.none.fl_str_mv Articles publicats en revistes (Didàctica i Organització Educativa)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812455

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