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Accountability School Reform in Comparative Perspective

Bibliographic Data

ID12438469
AuthorsAlan Digaetano (City University of New York, New York, NY, USA, corresponding author)
Year2014
Volume51
Issue3
Pages315-357
Publication date2014-06-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueUrban Affairs Review (JOURNAL)
Journal identifiersISSN: 1078-0874 • E-ISSN: 1552-8332
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1078087414537606
OpenAlexW2131122899
LanguageEN
Citations received1
References cited42

School reform politics in England and the United States over the last quarter century has revolved largely around the question of performance-based accountability. Accountability school reform in both countries has entailed standardization of curricula and assessment and the spread in the use of market mechanisms in school governance. To explain how these accountability reforms have retooled local governing institutions in ways that have reduced their autonomy and lessened their capacity to administer local school systems, this article applies the analytical framework of urban governing cycles to a comparative study of school reform politics in Bristol, England, and Boston, Massachusetts

Accountability · Autonomy · Corporate governance · Curriculum · Economics · Management · Political science · Politics · Quarter (Canadian coin · School choice · Sociology · Standardization · Educational Assessment and Improvement · Law · Public Administration · Public Policy and Administration Research · School Choice and Performance

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Unique citing works1
Citations per year1
Citation span2025 - 2025 (1)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 1

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