A few countries follow relatively pure accountability logics, but most countries follow mixed forms¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? Examining joint patterns of control across the four school functions, only a few countries display a relatively pure control-based, professional-based, or process-based logic, while most countries mix logics. → Kim 2019

Evidence¶

Kim 2019¶

Kim, T. & Yun, J. T. (2019). Logics of accountability: Cross-national patterns in school-level controls. Education Policy Analysis Archives, 27(119). https://doi.org/10.14507/epaa.27.4597

q2 · i? · associational · r2

Headline empirical finding from the cross-national TALIS 2013 analysis of school-level controls in assessment, HR, curriculum, and budget. The authors report that "a few countries followed a relatively pure form" of logic "however, most countries followed mixed -forms of logic."

"We found that a few countries followed a relatively pure form of contro l-based, professional -based, and process -based logic; however, most countries followed mixed -forms of logic."

Discussion¶

Related Claims¶

• Country classifications of control type differ sharply by domain: mixed control dominates assessment, internal control dominates curriculum — related
• Across 38 countries, external control is highest in assessment and lowest in curriculum and budget — related
• Extreme country cases: Spain reports universal external control of hiring while the Netherlands reports universal internal control of HR, curriculum, and budget — a narrower finding that bears on this claim
• Distributions of external control scores differ across school-function domains, with curriculum skewing toward internal control — related