The consolidation of the evaluative state through accountability policies: Trajectory, enactment and tensions in the Chilean education system

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Abstract

Chile is a particularly interesting case to study the introduction of accountability policies. During the 2000s decade, Chile intensified these measures to try to address the failures of a highly deregulated school market system. This article examines the adoption process of accountability policies and the consolidation of the Evaluative State through the construction of the National System of Quality Assurance of Education during the period 2006-2011. Theoretically, the article is based on the “politics and semiotics of policy adoption” approach. Methodologically, it examines documents associated with the policy (official speeches, laws, parliamentary discussions, reports, governmental documents), and draws on 27 semi-structured interviews with those involved in the production of the policy (policy-makers, Ministry officials, parliamentarians, advisers and technicians). The article examines the development of the policy process, the factors that opened a “window of opportunity” to consolidate the accountability model, the discursive disputes that emerged during the deliberation process, and the emergence of accountability policies as a policy approach that seduced both the right and the center-left.

 

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How to Cite
Parcerisa, L., & Falabella, A. (2017). The consolidation of the evaluative state through accountability policies: Trajectory, enactment and tensions in the Chilean education system. Education Policy Analysis Archives, 25, 89. https://doi.org/10.14507/epaa.25.3177
Section
Global Perspectives on High-Stakes Teacher Accountability Policies
Author Biographies

Lluís Parcerisa, Universitat Autònoma de Barcelona

Lluís Parcerisa is a PhD candidate at the Department of Sociology of the Universitat Autònoma de Barcelona. Since 2013 he is a member of GEPS (Globalisation, Education and Social Policies) where he participates in the European research project “Reforming Schools Globally: A Multiscalar Analysis of Autonomy and Accountability Policies in the Education Sector” (ERC StG, 2016-2021). His research interests include new public management reforms in the education field, teacher professionalism, and the analysis of the privatization of education and its impact on social and educational inequalities.

Alejandra Falabella, Universidad Alberto Hurtado

Alejandra Falabella (PhD. in Sociology of Education, IOE, University of London) is an assistant professor a Centro de Investigación y Desarrollo Educacional (CIDE), Universidad Alberto Hurtado.t  Falabella’s scholarship focuses on the ways market-oriented and accountability policies are practiced among Chilean schools. Lately, she also has studied parent’s social class identity, school choice, and child rearing practices.