Abstract

The purpose of this study was to examine continuity and change in state-level performance reporting (PR) policies in the United States, particularly their relationship to education reform. The authors conclude that PR has become deeply imbedded in state educational policy systems, due to pressures for increasing accountability. However, numerous impediments have prevented PR from being 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 authors call attention to five issues surrounding state PR which require clearer articulation.

Citation

Cibulka, J.G. & Derlin, R.L. State educational performance reporting policies in the U.S.: Accountability's many faces. International Journal of Educational Research, 23(6), 479-492. Elsevier Ltd. Retrieved August 5, 2024 from https://www.learntechlib.org/p/204141/.