Investigating the relationship between school-level accountability practices and science achievement

Fernanda Gandara, Jennifer Randall

Abstract


This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as activities that: (a) provide school achievement data to external stakeholders, or (b) establish consequences according to the achievement results. Using linear regression analysis, we found that school-level accountability practices varied across these four countries, albeit not all pairs of countries were significantly different from each other in this regard. Using hierarchical linear modelling, we found that school-level accountability practices had a small effect on science achievement. Importantly, this effect was not independent of schools’ and students’ socio-economic status.


Keywords


accountability; science achievement; international testing; PISA

Full Text:

PDF


DOI: http://dx.doi.org/10.14507/epaa.v23.2013

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


Discussion




Contact EPAA//AAPE at Mary Lou Fulton Teachers College