ERIC Number: ED401613
Record Type: RIE
Publication Date: 1995
State Educational Performance Reporting Policies in the U.S.: Accountability's Many Faces.
Cibulka, James G.; Derlin, Roberta L.
In recent years, attention to educational reform began to focus on state-level governance and policy. This paper presents findings of a study that examined continuity and change in state-level Performance Reporting (PR) policies in the United States, particularly their relationship to education reform. The paper provides a brief history of pressures for accountability in public education, a review of impediments to the success of performance reporting, and an examination of the overall trends in the data and the most important issues surrounding PR as a policy. Data were obtained from telephone interviews with state education officials from 48 states and a review of state PR documents. The study concludes that PR has become deeply imbedded in state educational policy systems, due to pressures for increasing accountability. However, numerous impediments have prevented PR from becoming an important driver of education reform in many states. Typically, PR has not yet become fully integrated into a system of coherent state education reform policies. The paper concludes with a discussion of PR as: (1) an isolated or interlocking policy tool; (2) external accountability or internal improvement; (3) contextually driven data or prescribed data; (4) a comprehensive or selective performance indicators system; and (5) an equity tool. (Contains 26 references.) (LMI)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A