Four-form taxonomy of accountability: outcome-based, rule-based, market-based, and professional¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article organizes accountability in K-12 education into distinct forms reviewed side by side: "rule-based, market-based, and professional accountability alongside outcome-based accountability." Each form is treated as invoking its own motivational mechanisms, and the review uses "evidence from the laboratory and the field" to describe how each operates. This taxonomy is the review's organizing framework for rethinking accountability design under the Every Student Succeeds Act.

Design Implications¶

Context¶

Requirements¶

• The framework is intended for policymakers designing state accountability systems with the discretion afforded by ESSA

Constraints¶

Target Learners¶

• K-12 students in public schools

Target Learning Objectives¶

• improving public school performance through accountability system design

Claims¶

• Outcome Accountability One Of Multiple Forms [+M]
• Each form of accountability can produce favorable or unfavorable effects [+W]

Related Theories¶

• Framework of four logics of accountability crossing process-outcome and external-internal dimensions

Examples¶

• Use transparency to promote professional accountability

Key Sources¶

• Brian P. Gill, Jennifer S. Lerner, Paul Meosky. (2016). Reimagining Accountability in K-12 Education. Behavioral Science and Policy Association, vol. 2, issue 1. https://www.mathematica.org/publications/reimagining-accountability-in-k12-education