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The review also considers consequences for awarding organisations, including early entry and strategic marking, and proposes reforms to reduce high-stakes harms while preserving benefits.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/school-accountability-in-england-past-present-and-future/620937/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/school-accountability-in-england-past-present-and-future/620937.png","ImageObject",300,407,{"name":42,"@type":43},"Taylor Morgan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What are the main accountability forms discussed in the review?","Question",{"text":62,"@type":63},"The review focuses on two dominant forms: “market” accountability and “hierarchical” accountability.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the accountability system hold schools to account?",{"text":67,"@type":63},"Both forms make extensive use of examination data as the mechanism for assessing school performance and enforcing accountability.",{"name":69,"@type":60,"acceptedAnswer":70},"What concerns are raised about accountability measures and their effects?",{"text":71,"@type":63},"The review notes issues tied to the statistical properties of measures and considers consequences such as early entry and strategic marking from the perspective of an awarding organisation.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},620937,1792589844,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Centre for Education Research and Policy  \nSchool Accountability in England: Past, Present and Future.  \nDaniel Acquah  \nAbstract  \nThis review focuses on accountability in school-based education in England. Drawing on the work of West, Mattei and Roberts (2011) it outlines the dominant forms of accountability in England, namely ‘market’ and ‘hierarchical’ accountability, and explains how both forms make extensive use of examination data as the mechanism through which schools are held to account. It goes on to explore the historical and policy context that led to these forms of accountability becoming dominant, outlining the pervasive influence of ‘new public management’. Both national and international evidence suggests that publishing examination data publically can have a positive impact on test scores, although there is less evidence to suggest that competition between schools is a driver of school improvement. The effectiveness of accountability measures is contingent upon the measures’ statistical properties: existing evidence reviewed suggests there are a number of issues that need to be addressed. Consequences of the accountability system from the perspective of an awarding organisation are then considered, focusing on issues of early entry and strategic marking. The final section examines the impact of the dominant forms of accountability and suggests ways that the negative consequences of high stakes accountability might be ameliorated while still maintaining the positive impacts. This will involve reforming the particular metrics used in relation to test scores but also taking a broader perspective on accountability, reflecting the diversity of activities for which schools are responsible.  \nKeywords: accountability, value added, education market, parental choice, strategic behaviour.  \n1. Aims and scope of the review  \nThe Department for Education has announced that there is to be a consultation on changes to the accountability system in England. In this paper, a number of themes are addressed, but the principal goal is to facilitate ‘policy memory’ – an understanding of where mistakes have been made in the past and what previous good practice could be incorporated into the current reform effort (Hodgson & Spours, 2003) . In section 2, the work of West, Mattei and Roberts (2011) is drawn upon in order to describe the dominant forms of accountability in England, namely‘market’ and ‘hierarchical’ accountability. Section 3 then goes on chart the historical and political context that led to these two forms becoming dominant, describing the influence of ‘new public management’ and ending with a description of the accountability measures currently in use. This is followed by a review of national and international evidence concerning the effectiveness of market and hierarchical forms of accountability presented in section 5. The effectiveness of accountability measures is contingent upon the measures’ statistical properties and so section 6 considers issues around the use of raw scores, value added and contextual value added measures. The paper then considers some of the consequences of the accountability system from the perspective of an awarding organisation. The final section examines the impact of the dominant forms of accountability and suggests ways that the negative consequences might be ameliorated while still maintaining the positive impacts. This discussion considers two  \npossibilities: progress that may come about by reforming and improving the individual metrics used and advances that may involve taking a broader perspective on accountability, reflecting the diversity of activities for which schools are responsible beyond purely academic outcomes.  \n2. What do we mean by ‘Accountability’?  \nThe term ‘accountability’ is used in relation to a minimum expectation or standard regarding the effectiveness of a particular activity. An accountability system may be applied to something broad such as medical services, ","cbCaiqZYMURhNwQY","https://ap.wps.com/l/cbCaiqZYMURhNwQY","pdf",245144,"English","# Aims and scope of the review\n# What do we mean by ‘Accountability’\n## Hierarchical accountability","[{\"question\":\"What are the main accountability forms discussed in the review?\",\"answer\":\"The review focuses on two dominant forms: “market” accountability and “hierarchical” accountability.\"},{\"question\":\"How does the accountability system hold schools to account?\",\"answer\":\"Both forms make extensive use of examination data as the mechanism for assessing school performance and enforcing accountability.\"},{\"question\":\"What concerns are raised about accountability measures and their effects?\",\"answer\":\"The review notes issues tied to the statistical properties of measures and considers consequences such as early entry and strategic marking from the perspective of an awarding organisation.\"}]","School Accountability in England - Past, Present and Future | PDF",1792464771]