Does test-based school accountability have an impact on student achievement and equity
A panel approach using PISA
School accountability is one of the most controversial recent reforms taking place
in education systems around the world, but evidence of whether and which accountability
practices affect equity and performance in academic achievement has been difficult
to isolate and establish. By using data available from several cycles of the Programme
for International Student Assessment (PISA 2006-2015), this paper assesses the extent
to which accountability practices affect equity and performance in academic achievement
in high-income-and-low-and-middle-income-countries. We found no conclusive evidence
of accountability practices affecting educational outcomes in high-income-countries.
However, we found some evidence in low-and-middle-income-countries pointing towards
increased performance and increased inequality under accountability regimes in these
contexts, although only in mathematics and science, and for one of our preferred specifications.
In low-and-middle-income-countries, we found that, under higher levels of accountability,
higher school autonomy on curriculum management and assessment could render better
academic results in reading, mathematics and science.
Published on July 15, 2021
In series:OECD Education Working Papersview more titles