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Nowadays, there is an open discussion regarding the consequences of globalization in education. Some experts consider the existence of transnational influences that drive to a progressive harmonization of educational policies in a worldwide level. Other experts consider that the States continue being a key factor in the configuration of education systems. The objective of this paper is contributing to such discussion, analysing the current models of school system evaluation in two countries with characteristics very well differentiated, as are Mexico and Spain. In order to achieve this goal, it has been set up a research based on comparative method that allows to note the similarities and the differences between both models. The results indicate a convergence between Mexico and Spain that, despite their different contexts and educational problems, have adopted models of evaluation practically homogeneous. Even though these results are limited to these two countries and cannot be generalized, the analogies found seem to strengthen the existence of a process of educational standardization in a global perspective. Therefore, the streams of thought that emphasize the primacy of international influence over national levels in educational policies are reinforced. [ABSTRACT FROM AUTHOR]