Accountabilities in schools and school systems

Book chapter


Lingard, Bob, Sellar, Sam and Lewis, Steven. Accountabilities in schools and school systems. In In Nobilt, George W. (Ed.). Oxford Research Encyclopedia of Education pp. 1-28 Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.74
AuthorsLingard, Bob, Sellar, Sam and Lewis, Steven
EditorsNobilt, George W.
Abstract

This article surveys developments in educational accountabilities over the last three decades. In this time, accountability in schools and schooling systems across Anglo- American nations has undergone considerable change, including a move away from bureaucratic approaches that endorsed teacher professionalism. Educational accountabilities have evolved with the restructuring of the state through new public management and the emergence of network governance. Accountability can be understood in two senses: (1) being held to account; and (2) giving an account. Within the post-bureaucratic state, the former sense has become dominant in the work of schools, principals, and teachers, and has affected curriculum, pedagogy, and student learning. For instance, schooling systems in Anglo-American nations have introduced standardized testing to hold schools and teachers to account. Comparative performance data are now made publicly available through websites and the creation of league tables of school performance. These processes are central to the creation of markets in schooling, where comparative test data are deemed necessary to enable parental choice of schools and, in turn, to raise standards. This top-down, performative mode of accountability also moves the field of judgment away from teachers and the profession. There are now emergent attempts to reconstitute more democratic and educative modes of accountability, which are multilateral and multidirectional in character, and which seek to limit the negative effects of top-down data-driven accountability. These approaches reassert trust in the teaching profession and reconstitute parents and communities as democratic participants in schooling. We argue that accountability is a pharmakon that requires balancing of mechanisms for holding educators to account and opportunities for educators to give accounts of their work. The article reviews relevant literature to provide a brief history of accountability in schooling, with particular emphasis on Anglo-American contexts. Drawing on the work of Ranson, we examine four types of existing educational accountabilities before concluding with a discussion of three alternative approaches.

Keywordsaccountability; performativity; new public management; network governance; data
Page range1-28
Book titleOxford Research Encyclopedia of Education
PublisherOxford University Press
Place of publicationOxford, United Kingdom
ISBN9780190264093
Digital Object Identifier (DOI)https://doi.org/10.1093/acrefore/9780190264093.013.74
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Output statusPublished
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Online2017
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Deposited10 Sep 2021
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Lewis, Steven. (2018). PISA ‘Yet To Come’ : Governing schooling through time, difference and potential. British Journal of Sociology of Education. 39(5), pp. 383-697. https://doi.org/10.1080/01425692.2017.1406338
The Australian curriculum: A critical interrogation of why, what and where to?
Lingard, Bob. (2018). The Australian curriculum: A critical interrogation of why, what and where to? Curriculum Perspectives. 38(1), pp. 55 - 65. https://doi.org/10.1007/s41297-017-0033-7
Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools
Hogan, Anna, Thompson, Greg, Sellar, Sam and Lingard, Bob. (2018). Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools. The Australian Educational Researcher. 45(2), pp. 141 - 160. https://doi.org/10.1007/s13384-017-0246-7
A critical policy analysis of ‘Teach for Bangladesh’: a travelling policy touches down
Adhikary, Rino Wiseman and Lingard, Bob. (2018). A critical policy analysis of ‘Teach for Bangladesh’: a travelling policy touches down. Comparative Education. 54(2), pp. 181 - 202. https://doi.org/10.1080/03050068.2017.1360567
'In-betweenners': Chinese students' experiences in China-Australia articulation programs
Dai, Kun, Lingard, Bob and Reyes, Vicente. (2018). 'In-betweenners': Chinese students' experiences in China-Australia articulation programs. Scottish Educational Review. 50(1), pp. 36 - 55.
Reforming education: The spaces and places of education policy and learning
Lingard, Bob. (2018). Reforming education: The spaces and places of education policy and learning. In In E. Hultqvist, S. Lindblad and T. S. Powkewitz (Ed.). Critical Analyses of Educational Reforms in an Era of Transnational Governance pp. 41 - 60 Springer International Publishing. https://doi.org/10.1007/978-3-319-61971-2_3
Excellence in education policies: Catering to the needs of gifted and talented or those of self-interest?
Rasmussen, Annette and Lingard, Bob. (2018). Excellence in education policies: Catering to the needs of gifted and talented or those of self-interest? European Educational Research Journal. 17(6), pp. 877 - 897. https://doi.org/10.1177/1474904118771466
Aspirational ambivalence of middle-class secondary students in Hong Kong
Tsao, Jack, Hardy, Ian and Lingard, Bob. (2018). Aspirational ambivalence of middle-class secondary students in Hong Kong. British Journal of Sociology of Education. 39(8), pp. 1094 - 1110. https://doi.org/10.1080/01425692.2018.1456904
Student preparation for large-scale assessments: A comparative analysis
Sellar, Sam, Lingard, Bob and Rutkowski, David. (2018). Student preparation for large-scale assessments: A comparative analysis. In In B. Maddox (Ed.). International Large-Scale Assessments in Education: Insider Research Perspectives pp. 137 - 156 Bloomsbury Academic. https://doi.org/10.5040/9781350023635.ch-009
International large-scale assessments, affective worlds and policy impacts in education
Sellar, Sam and Lingard, Bob. (2018). International large-scale assessments, affective worlds and policy impacts in education. International Journal of Qualitative Studies in Education. 31(5), pp. 367 - 381. https://doi.org/10.1080/09518398.2018.1449982
International responses: Bob Lingard, Meg Maguire and David Hursh
Lingard, Bob, Maguire, Meg and Hursh, David. (2018). International responses: Bob Lingard, Meg Maguire and David Hursh. In In M. Thrupp (Ed.). The Search for Better Educational Standards pp. 213 - 229 Springer International Publishing. https://doi.org/10.1007/978-3-319-61959-0
Changing modes of governance in Australian teacher education policy
Savage, Glenn C. and Lingard, Bob. (2018). Changing modes of governance in Australian teacher education policy. In In N. Hobbel and B. L. Bales (Ed.). Navigating the common good in Teacher Education Policy: Critical and International Perspectives pp. 64 - 80 Routledge. https://doi.org/10.4324/9781351252300-6
2018 Queensland NAPLAN review: School and system perceptions report and literature review
Cumming, Joy, Jackson, Christine, Day, Chantelle, Maxwell, Graham, Adie, Lenore, Lingard, Bob, Haynes, Michele and Heck, Elizabeth. (2018). 2018 Queensland NAPLAN review: School and system perceptions report and literature review Australia: Institute for Learning Sciences and Teacher Education, Australian Catholic University.
A critical examination of Teach for Bangladesh’s Facebook page: ‘Social-mediatisation’ of global education reforms in the ‘post-truth’ era
Adhikary, Rino Wiseman, Lingard, Bob and Hardy, Ian. (2018). A critical examination of Teach for Bangladesh’s Facebook page: ‘Social-mediatisation’ of global education reforms in the ‘post-truth’ era. Journal of Education Policy. 33(5), pp. 632 - 661. https://doi.org/10.1080/02680939.2018.1445294
The national curriculum in Australia: A response to and articulation of globalisation
Lingard, Bob. (2018). The national curriculum in Australia: A response to and articulation of globalisation. In In A. Reid and D. Price (Ed.). The Australian Curriculum: Promises, Problems and Possibilities pp. 253 - 262 Australian Curriculum Studies Association.
Miseducation
Lingard, Bob. (2018). Miseducation. British Journal of Sociology of Education. 39(5), pp. 723 - 728. https://doi.org/10.1080/01425692.2018.1469244
PISA for schools : Respatializing the OECD's global governance of education
Lewis, Steven. PISA for schools : Respatializing the OECD's global governance of education. In In Wiseman, Alexander W. and Taylor, Calley Stevens (Ed.). The impact of the OECD on education worldwide pp. 181-206 Emerald Publishing Limited.
Tracking the topological : The effects of standardised data upon teachers’ practice
Lewis, Steven and Hardy, Ian. (2017). Tracking the topological : The effects of standardised data upon teachers’ practice. British Journal of Educational Studies. 65(2), pp. 219-238. https://doi.org/10.1080/00071005.2016.1254157
The ‘doublethink’ of data: educational performativity and the field of schooling practices
Hardy, Ian and Lewis, Steven. (2017). The ‘doublethink’ of data: educational performativity and the field of schooling practices. British Journal of Sociology of Education. 38(5), pp. 671-685. https://doi.org/10.1080/01425692.2016.1150155
Policy, philanthropy and profit : the OECD’s PISA for Schools and new modes of heterarchical educational governance
Lewis, Steven. (2017). Policy, philanthropy and profit : the OECD’s PISA for Schools and new modes of heterarchical educational governance. Comparative Education. 53(4), pp. 518-537. https://doi.org/10.1080/03050068.2017.1327246
Governing schooling through ‘what works’: the OECD’s PISA for Schools
Lewis, Steven. (2017). Governing schooling through ‘what works’: the OECD’s PISA for Schools. Journal of Education Policy. 32(3), pp. 281-302. https://doi.org/10.1080/02680939.2016.1252855
Communities of practice and PISA for schools : Comparative learning or a mode of educational governance?
Lewis, Steven. (2017). Communities of practice and PISA for schools : Comparative learning or a mode of educational governance? Education Policy Analysis Archives. 25(92), pp. 1-20. https://doi.org/10.14507/epaa.25.2901
Policy mobilities and methodology: A proposition for inventive methods in education policy studies
Gulson, Kalervo N., Lewis, Steven, Lingard, Bob, Lubienski, Christopher, Takayama, Keita and Webb, P. Taylor. (2017). Policy mobilities and methodology: A proposition for inventive methods in education policy studies. Critical Studies in Education. 58(2), pp. 224 - 241. https://doi.org/10.1080/17508487.2017.1288150
Counting and comparing school performance: An analysis of media coverage of PISA in Australia, 2000–2014
Baroutsis, Aspa and Lingard, Bob. (2017). Counting and comparing school performance: An analysis of media coverage of PISA in Australia, 2000–2014. Journal of Education Policy. 32(4), pp. 432 - 449. https://doi.org/10.1080/02680939.2016.1252856
Placing PISA and PISA for schools in two federalisms, Australia and the USA
Lingard, Bob and Lewis, Steven. (2017). Placing PISA and PISA for schools in two federalisms, Australia and the USA. Critical Studies in Education. 58(3), pp. 266 - 279. https://doi.org/10.1080/17508487.2017.1316295
The life of data : Evolving national testing
Thompson, Greg, Sellar, Sam and Lingard, Robert Leslie. (2016). The life of data : Evolving national testing. In National testing in schools: An Australian assessment pp. 212-230 Taylor and Francis. https://doi.org/10.4324/9781315659312
National testing from an Australian perspective
Lingard, Robert Leslie, Thompson, Greg and Sellar, Sam. (2016). National testing from an Australian perspective. In National testing in schools: An Australian assessment pp. 1-17 Taylor and Francis. https://doi.org/10.4324/9781315659312
PISA for schools : Topological rationality and new spaces of the OECD's global educational governance
Lewis, Steven, Sellar, Sam and Lingard, Bob. (2016). PISA for schools : Topological rationality and new spaces of the OECD's global educational governance. Comparative Education Review. 60(1), pp. 27-57. https://doi.org/10.1086/684458
Globalization of the Anglo-American approach to top-down, test-based educational accountability
Lingard, Bob and Lewis, Steven. (2016). Globalization of the Anglo-American approach to top-down, test-based educational accountability. In In Brown, Gavin T. L and Harris, Lois R. (Ed.). Handbook of human and social conditions in assessment pp. 387-403 Routledge.
Think tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia
Lingard, Bob. (2016). Think tanks, ‘policy experts’ and ‘ideas for’ education policy making in Australia. The Australian Educational Researcher. 43(1), pp. 15 - 33. https://doi.org/10.1007/s13384-015-0193-0
Argumentation in educational policy disputes: Competing visions of quality and equity
Anagnostopoulos, Dorothea, Lingard, Bob and Sellar, Sam. (2016). Argumentation in educational policy disputes: Competing visions of quality and equity. Theory into Practice. 55(4), pp. 342 - 351. https://doi.org/10.1080/00405841.2016.1208071
Commercialising comparison: Pearson puts the TLC in soft capitalism
Hogan, Anna, Sellar, Sam and Lingard, Bob. (2016). Commercialising comparison: Pearson puts the TLC in soft capitalism. Journal of Education Policy. 31(3), pp. 243 - 258. https://doi.org/10.1080/02680939.2015.1112922
NAPLAN data: A new policy assemblage and mode of governance in Australian schooling
Gable, Alison and Lingard, Bob. (2016). NAPLAN data: A new policy assemblage and mode of governance in Australian schooling. Policy Studies. 37(6), pp. 568 - 582. https://doi.org/10.1080/01442872.2015.1115830
Globalizing Educational Accountabilities
Lingard, Robert Leslie, Martino, Wayne, Rezai-Rashti, Goli and Sellar, Sam. (2016). Globalizing Educational Accountabilities Routledge. https://doi.org/10.4324/9781315885131
The multiple effects of international large-scale assessment on education policy and research
Lewis, Steven and Lingard, Bob. (2015). The multiple effects of international large-scale assessment on education policy and research. Discourse : Studies in the Cultural Politics of Education. 36(5), pp. 621-637. https://doi.org/10.1080/01596306.2015.1039765
Funding, reputation and targets : The discursive logics of high-stakes testing
Lewis, Steven and Hardy, Ian. (2015). Funding, reputation and targets : The discursive logics of high-stakes testing. Cambridge Journal of Education. 45(2), pp. 245-264. https://doi.org/10.1080/0305764X.2014.936826
Researching the habitus of global policy actors in education
Lingard, Bob, Sellar, Sam and Baroutsis, Aspa. (2015). Researching the habitus of global policy actors in education. Cambridge Journal of Education. 45(1), pp. 25 - 42. https://doi.org/10.1080/0305764X.2014.988686
Navigating the demands of the English schooling context: Problematics and possibilities for social equity
Keddie, Amanda and Lingard, Bob. (2015). Navigating the demands of the English schooling context: Problematics and possibilities for social equity. International Journal of Inclusive Education. 19(11), pp. 1117 - 1125. https://doi.org/10.1080/13603116.2015.1044200
Thinking about theory in educational research: Fieldwork in philosophy
Lingard, Bob. (2015). Thinking about theory in educational research: Fieldwork in philosophy. Educational Philosophy and Theory. 47(2), pp. 173 - 191. https://doi.org/10.1080/00131857.2013.793928
Texturing space-times in the Australian curriculum: Cross-curriculum priorities
Peacock, David, Lingard, Bob and Sellar, Sam. (2015). Texturing space-times in the Australian curriculum: Cross-curriculum priorities. Curriculum Inquiry. 45(4), pp. 367 - 388. https://doi.org/10.1080/03626784.2015.1064305
Assured optimism in a Scottish girls’ school: Habitus and the (re)production of global privilege
Forbes, Joan and Lingard, Bob. (2015). Assured optimism in a Scottish girls’ school: Habitus and the (re)production of global privilege. British Journal of Sociology of Education. 36(1), pp. 116 - 136. https://doi.org/10.1080/01425692.2014.967839
The OECD, PISA and educational governance : A call to critical engagement
Lewis, Steven. (2014). The OECD, PISA and educational governance : A call to critical engagement. Discourse : Studies in the Cultural Politics of Education. 35(2), pp. 317-327. https://doi.org/10.1080/01596306.2014.899833
The OECD and the expansion of PISA: New global modes of governance in education
Sellar, Sam and Lingard, Bob. (2014). The OECD and the expansion of PISA: New global modes of governance in education. British Educational Research Journal. 40(6), pp. 917 - 936. https://doi.org/10.1002/berj.3120
Two contrasting Australian Curriculum responses to globalisation: What students should learn or become
Lingard, Bob and McGregor, Glenda. (2014). Two contrasting Australian Curriculum responses to globalisation: What students should learn or become. Curriculum Journal. 25(1), pp. 90 - 110. https://doi.org/10.1080/09585176.2013.872048
The activation, appropriation and practices of student-equity policy in Australian higher education
Peacock, David, Sellar, Sam and Lingard, Bob. (2014). The activation, appropriation and practices of student-equity policy in Australian higher education. Journal of Education Policy. 29(3), pp. 377 - 396. https://doi.org/10.1080/02680939.2013.839829
Re-articulating social justice as equity in schooling policy: The effects of testing and data infrastructures
Lingard, Bob, Sellar, Sam and Savage, Glenn C.. (2014). Re-articulating social justice as equity in schooling policy: The effects of testing and data infrastructures. British Journal of Sociology of Education. 35(5), pp. 710 - 730. https://doi.org/10.1080/01425692.2014.919846
Gendering in gender research in education: Methodological considerations
Martino, Wayne, Rezai-Rashti, Goli and Lingard, Bob. (2013). Gendering in gender research in education: Methodological considerations. International Journal of Qualitative Studies in Education. 26(4), pp. 391 - 399. https://doi.org/10.1080/09518398.2013.765616
Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field
Sellar, Sam and Lingard, Bob. (2013). Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education. 49(4), pp. 464 - 485. https://doi.org/10.1080/03050068.2013.770943
The OECD and global governance in education
Sellar, Sam and Lingard, Bob. (2013). The OECD and global governance in education. Journal of Education Policy. 28(5), pp. 710 - 725. https://doi.org/10.1080/02680939.2013.779791
Ethical issues in cross-cultural research
Honan, Eileen, Hamid, Obaidul M., Bandar, Alhamdam, Phommalangsy, Phouvanh and Lingard, Bob. (2013). Ethical issues in cross-cultural research. International Journal of Research and Method in Education. 36(4), pp. 386 - 399. https://doi.org/10.1080/1743727X.2012.705275
Globalization, edu-business and network governance: The policy sociology of Stephen J. Ball and rethinking education policy analysis
Lingard, Bob and Sellar, Sam. (2013). Globalization, edu-business and network governance: The policy sociology of Stephen J. Ball and rethinking education policy analysis. London Review of Education. 11(3), pp. 265 - 280. https://doi.org/10.1080/14748460.2013.840986
'Catalyst data': Perverse systemic effects of audit and accountability in Australian schooling
Lingard, Bob and Sellar, Sam. (2013). 'Catalyst data': Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy. 28(5), pp. 634 - 656. https://doi.org/10.1080/02680939.2012.758815
Redistribution, recognition and representation: Working against pedagogies of indifference
Lingard, Bob and Keddie, Amanda. (2013). Redistribution, recognition and representation: Working against pedagogies of indifference. Pedagogy Culture and Society. 21(3), pp. 427 - 447. https://doi.org/10.1080/14681366.2013.809373
The impact of research on education policy in an era of evidence-based policy
Lingard, Bob. (2013). The impact of research on education policy in an era of evidence-based policy. Critical Studies in Education. 54(2), pp. 113 - 131. https://doi.org/10.1080/17508487.2013.781515
Managing oppositional masculinity politics: The gendering of a government-commissioned research project
Lingard, Bob, Martino, Wayne and Mills, Martin. (2013). Managing oppositional masculinity politics: The gendering of a government-commissioned research project. International Journal of Qualitative Studies in Education. 26(4), pp. 434 - 454. https://doi.org/10.1080/09518398.2013.765614
Languages, cultural capital and school choice: Distinction and second-language immersion programmes
Smala, Simone, Paz, Jesus Bergas and Lingard, Bob. (2013). Languages, cultural capital and school choice: Distinction and second-language immersion programmes. British Journal of Sociology of Education. 34(3), pp. 373 - 391. https://doi.org/10.1080/01425692.2012.722278