Skip to main content

No child, no school, no state left behind: schooling in the age of accountability

Buy Article:

$47.50 plus tax (Refund Policy)

Why and under which conditions do international student assessment programmes like PISA have success? How can the results of these assessments be useful for advocates of different, even contradictory, policies? What might explain different patterns of using assessment as a tool for school governance? Drawing on historical and comparative research, and using PISA as an example, this paper provides a frame for discussing these and other questions around the international rise of accountability as a key tool of social change. The basic argument is that even though accountability is a global phenomenon, the ways and means of enacting and encountering accountability are not. How accountability is experienced depends on deeply engrained 'constitutional mind-sets', i.e. diverse cultures of conceptualizing the relation between the public and its institutions.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: No Child Left Behind; PISA; accountability; curriculum; school change; standards-based reform

Document Type: Research Article

Publication date: 01 August 2008

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more