Looking Beyond the Numbers: Stakeholders and Multiple School Accountability

How to hold autonomous schools and school governing boards accountable for their decisions andperformance has become a particularly pressing question for central governments in many OECDcountries. Increasing complexity in education systems has led to a greater degree of freedom in decisionmaking for many local authorities, school governing boards and schools. However despite this increasingdecentralisation, central governments are still held responsible by the general public for ensuring highquality education. During the last ten years, school accountability has become a critical topic, triggered bythe results of international benchmarks such as the Programme for International Student Assessment(PISA) and Trends in International Mathematics and Science Study (TIMSS). This paper analyses trends inaccountability mechanisms and processes and argues that vertical measures of accountability, that is,regulatory and school performance accountability, can be usefully augmented by horizontal measuresinvolving multiple stakeholders. This system of multiple school accountability aims to efficiently andeffectively take into account the nuanced nature and purposes of education. By combining various forms ofaccountability, it has the potential to enhance the overall education system, policy for reform, and thereforeultimately improve the quality of education.