Multilevel relations between external accountability, internal accountability, and math achievement: A cross-country analysis

Pilnam Yi, In Soo Shin

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

External accountability policies have spread fast across various educational systems over the past decades. This research examines the relations of internal and external accountability with students' math achievement drawing on PISA 2012. With a sample of 44 educational systems, of which external accountability policies were identified, the research conducted three-level hierarchical linear modelling (HLM) analyses. This research found that some internal accountability factors had tighter relations with math achievement, while the relations of external accountability policies with student performance were rather tenuous. However, equity of student math achievement was better ensured under strong accountability systems. The results suggest that policy makers of each country should consider strengths and weaknesses of external accountability in their own educational contexts.

Original languageEnglish
Pages (from-to)318-332
Number of pages15
JournalProblems of Education in the 21st Century
Volume76
Issue number3
StatePublished - 2018

Keywords

  • Educational equity
  • External accountability
  • Internal accountability
  • Math achievement
  • PISA

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