Accountability, social justice and educational research

Abstract

Accountability has become a central plank of education policies across the world over the last four decades. The form this takes varies, and can include national tests, school inspection and teacher appraisal. A substantial body of research has demonstrated that accountability policies have many unintended negative impacts on teachers and on pupils. Drawing on data from England (UK), this chapter focuses particularly on the way in which current policies further disadvantage those who are already disadvantaged, and are thus contrary to social justice. Despite evidence about negative impacts, policy makers continue to support accountability policies. Their motivations, and the evidence they have drawn on, are explored. It is argued that politicians and educationalists tend to have contrasting understandings of the purposes of education and how it contributes to the public good, and that this results in tensions between the two groups, and a tendency for politicians to disregard evidence from educational research. It is also suggested that researchers could do more to make their findings accessible and usable. The chapter concludes by reviewing recent changes in English accountability policies, and some signs that the negative impacts of current forms of accountability are being recognised internationally, which may result in change.