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With a focus on the American context, the study investigates a teacher accountability reform as an expanding assemblage of neoliberal governance by providing an account of physical education teache...

This research examined how stakeholders (n = 40) from one school district experienced “accountability” within a context where responsibility for student learning was being distributed across the system. Using a case study design, we examined: what conditions supported stakeholders in multiple roles to exercise responsibility for student learning? Analyses of documents and interviews revealed conditions that enabled teachers, instructional leaders, and administrators to share responsibility in relation to their roles, and empowered teachers to engage in inquiry for continuous improvement and build from their sense of professionalism and responsibility. Implications are discussed for empowering teachers, and other stakeholders, to exercise responsibility in the context of an accountability system.

Este texto propõe-se a explicar porque, no Império do Brasil, não foi criado um Tribunal de Contas e não foram codificadas as leis de contabilidade pública, embora tais matérias tenham sido discutidas no Parlamento desde 1826. O problema foi abordado no bojo das discussões sobre a verdade dos orçamentos e a análise considerou os pontos de vista de luzias e saquaremas quanto à fiscalização das contas públicas e à divisão de poderes na monarquia. As reformas institucionais do sistema de contabilidade pública e de tomada de contas efetuadas no Império foram analisadas à luz dos debates parlamentares e da bibliografia de apoio. A abordagem foi institucionalista histórica e as fontes investigadas foram os relatórios dos ministros da Fazenda, os anais da Câmara dos Deputados e do Senado, jornais e livros de época.

The Welsh education system is engaging in a wide-ranging series of reforms and, as part of these reforms, is moving towards an accountability system that aims to work collaboratively with teachers ...

Current trends in humanitarian accountability are unpacked through the examination of an accountability system put in place after the 2010 monsoon floods in Pakistan. Humanitarian accountability, w...

In the implementation of SAKIP at the Kediri City Health Office, there were obstacles in making reports and implementing policies. This study used a qualitative descriptive method with a purposive sampling method. The result is a determinant of decision or policy-making by looking at the existing problems to produce an accurate strategy to improve performance. The priority scale of the program that is carried out then becomes very important in the sustainability of SAKIP in the coming year. This study is based on the results or performance orientation shown in the Government Agency Performance Report (LKjIP) and the implementation of SAKIP itself. The purpose of this research is to identify problems and solutions to problems faced in governance. Agency Performance Accountability System.

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

Results-based intergovernmental transfers have recently attracted attention from both scholars and practitioners. In contrast to other types of grants, the results-based approach can lead to improv...

Performance-based accountability systems that rank schools based on their effectiveness produce ‘winners’ and ‘losers’. Substantial evidence has pointed to the (side)effects of these classification...

The present study aimed at exploring and describing English teachers' beliefs and their practices of speaking assessment through a semi-structured interview. This study employed a qualitative method. There were two sets of research questions: (1) What were English teachers’ beliefs about their roles in assessing students’ speaking? (2) How did English teachers assess students’ speaking? There were nine teachers from three different levels of education participated in this study. The findings indicated that the beliefs of English teachers and their practices in assessing speaking were not always aligned with one another due to some factors. The pedagogical implications of the study included a need for (1) guidance to teachers in how to conduct a good speaking assessment, (2) guidance to teachers in how to develop their speaking assessment rubric that can be modified to meet the needs of the school context and later build the accountability system at the school.

While the field of public management has long emphasized the importance of holding public employees accountable for their actions, our understanding of how best to do so has been hindered by a dear...

A büntetőjogban és a szabálysértésekben a szubjektív felelősség általános. Az utóbbiak „bagatell büntetendő cselekmények” a 19. századtól a magyar jogrendszerben. A közigazgatási jognak önálló felelősségi rendszere van. A közigazgatási jogban főleg objektív felelősség található. Ebben nincs általános szankció mindegyik esetre. A szabálysértés vagy bagatell büntetendő cselekmény nem az, mert az csak egyik fajtája a közigazgatási jog szankcionálásának.

Both experience and studies suggest that teachers in rural Pakistan either show reduced interest towards Professional Development (PD) or if they avail limited PD opportunities, they hardly bring any significant changes in their instructional practices. One of the assumptions in this regard, although not proved empirically, is that the system where teachers work lack monitoring and accountability mechanism. In this background, this research aimed to understand the monitoring and accountability system influencing teachers’ participation in PD. Using focused interview procedure, data were collected from the key stakeholders namely teachers, school leaders, officials of education department and representatives of PD provider organisations. It was found that officials from education department extend surprisingly limited monitoring support to the teachers in schools. Moreover, the system lacks any recognition or reward for PD. Involvement in PD makes no difference in the career of a teacher. Consequently, teachers show reduced interest towards PD. The research suggests that to enhance teachers’ participation in PD, the system should introduce a system of appraisal where teachers are made accountable for PD, and rewarded based on the changes they bring in their practices through availing PD opportunities.

Rural and remote areas present challenges in the organization of schools, especially when implementing new practices. In this study, we examine the leadership challenges faced by principals in the Galapagos Islands, under the Ministry of Education in Ecuador. The purpose of this case is to examine the work of principals leading schools in this unique context observing the expectations and demands for principals under a newly implemented accountability system. Significant in this study is the examination of leadership in highly vulnerable contexts, including the remote islands of Galapagos, and leadership values respective to the success of schools and communities.

In 2018, Kentucky began the implementation of a new school accountability system. Like other states across the nation, Kentucky’s new system was designed to bring state policy into alignment with federal changes brought about by the Every Student Succeeds Act (ESSA) of 2015. In addition to the creation of new school improvement labels, Kentucky’s system also reports on a variety of teacher-centric school quality factors. A statistical analysis was conducted to determine if a relationship exists between these school quality factors and the school’s improvement designation. The study found that schools identified as needing the greatest improvement (Comprehensive Support and Improvement [CSI]) are statistically more likely to have higher teacher turnover rates, higher percentages of new teachers, and employ teachers with lower rates of advanced education in the year prior to identification than their counterparts with either the Targeted Support and Improvement (TSI) or Other designations. These findings should inform future policy making and elevate teacher recruitment and retention as a school improvement priority.

Although schools’ relative contribution to pupils’ progress is increasingly used in accountability systems around the world (OECD, 2013), momentum for value-added models (VAM) has not been reached in Chile. This small-scale study explores qualitatively the policy context in which this omission takes place, by analyzing policy documents and interviewing local policymakers and researchers about their views on VAM. These agents and official documents not only point to political, methodological and pragmatic reasons for and against value-added indicators, but also highlighted ethical and legal reasons pro (but not against) VAM. Overall, the most prominent reason for including VAM into the new accountability system was the ethical consideration. The notion that a fairer indicator could make justice, especially for those schools working in disadvantaged contexts, was a recurrent idea. In contrast, the most recurrent reasons against VAM were methodological. Whilst research on VAM for the Chilean school system has been conducted over the last decade, it has impacted very little the policy arena. Given that the creation of frameworks for assessing value-added indicators takes time, needs policy and research support and needs to consider potential unintended consequences, the road towards including them into the Chilean school accountability system is just starting.

This paper studies and analyzes the implementation of Internal Control System of Government (SPIP) related to performance in Bandung regency, especially at district level. Descriptive is used as a research method with a qualitative approach . The result of this research is SPIP implementation in sub-district limited to SPIP internalization in all work process in organization, through five elements that is controlling environment, risk assessment, controlling activity, information and communication, and monitoring. C ontrol e nvironment not yet supported by commitment from leaders and all apparatus which can be seen from evaluation result of performance accountability system of government institution at sub-district in B andung regency with average score obtained in CC criteria. Evaluation is performed on five major components of performance management including: Performance planning, Performance measurement, Performance reporting, Performance evaluation and Achievement of organizational goals/ p erformance . F rom assessment result, internal evaluation component becomes the smallest scoring contributor with almost 40% sub-districts are in the range of 2.00 to 4.00. Therefore the study resulted in the conclusion of the lack of consistent internal control application by the sub-districts , thus the commitment and the role of sub-district leadership to increase the role of the team of SPIP that has been established in the d istrict.

This study focuses on the application of the principle of accountability in the management of Village Fund Allocation. This study aims to 1) Know the accountability system for managing Village Fund Allocation in Sardonoharjo Ngaglik Sleman Village in 2017. 2) Knowing the obstacles in the implementation of the Village Fund Allocation management in Sardonoharjo Ngaglik Sleman Village in the year 2017. 3) Measuring Village Financial Performance in Sardonoharjo Ngaglik Sleman Village in 2017. This research is a qualitative research in which the researcher conducted in-depth interviews with the informants to gather information so that objective research on village fund allocation was obtained, this was done considering that in-depth interviews were the right research strategy to find out in detail both the village government and village officials. The conclusion of this study is that 1) Planning and Implementation of the Village Fund Allocation program in Sardonoharjo Village has implemented the principles of participatory, responsive, transparent. 2). Village Fund Allocation Accountability both technically and administratively has been good, but in terms of administrative accountability is constrained by delays in reports from the dukuh and the village parties have difficulty in implementing the Village Financial System (SISKEUDES).

Proliferation of digital means of tracking worker activities has contributed to the rise of data-driven approaches to managing people, with employees often required to record their activities for accountability purposes. Increased requirement for such datification work occurs at a juncture where meaningfulness is one of the most sought-after work features. Datification work could both facilitate and hinder the pursuit of meaningfulness, yet literature provides little guidance into the nature of the connection and how it transpires. Our inductive study of academic professionals using an accountability system suggests that datification work characteristics link to meaningful work experiences in complex ways. We advance current theory on work meaningfulness by theorizing the role of a new work condition – datification – in meaningfulness experiences of professionals, outlining how system design and the institutional context become important elements influencing meaningful work experiences, and explaining how meaningfulness experiences are constructed through system appropriations.

Dentro del proyecto de I+D+I, “MediaACES. Accountability y Culturas Periodísticas en España. Impacto y propuesta de buenas prácticas en los medios de comunicación españoles”, financiado por el Ministerio de Economía y Competitividad de España, se ha llevado a cabo un trabajo de campo entre periodistas y ciudadanos sobre las buenas prácticas periodísticas y los sistemas de rendición de cuenta. Entre las cuestiones formuladas se ha planteado de qué manera los periodistas podría ver comprometida su independencia informativa ante relaciones más o menos estrechas con poderes políticos y económicos, así como cuando puedan mediar regalos que puedan ir desde un simple gesto de cortesía institucional a ciertas formas de compensación por un tratamiento informativo favorable. En esta comunicación se analiza la posición de los profesionales y de los ciudadanos. In a research about "MediaACES.Accountability and Journalistic Cultures in Spain. Impact and proposal of good practices in the Spanish media ", funded by the Ministry of Economy and Competitiveness of Spain, a fieldwork has been carried out between journalists and citizens on good journalistic practices and the accountability system. Among the questions raised has been raised how journalists could be compromised their information independence in more or less close relations with political and economic powers, as well as when they can mediate gifts that can range from a simple gesture of institutional courtesy to certain forms of compensation for a favorable information treatment. In this communication the position of professionals and citizens is analyzed. Los resultados de este artículo han sido desarrollados en el marco del Proyecto de Investigación MediaACES. Accountability y culturas periodísticas en España. Impacto y propuesta de buenas prácticas en los medios de comunicación españoles, financiado por el Ministerio de Economía y Competitividad (Mineco/Feder, UE, ref.: CSO2015-66404-P) dentro del Programa Estatal de Fomento de la Investigación Científica y Técnica de Excelencia. https://mediaaccountabilityspain.com

At least sixteen US states have taken steps toward holding teacher preparation programs (TPPs) accountable for teacher value-added to student test scores. Yet it is unclear whether teacher quality differences between TPPs are large enough to make an accountability system worthwhile. Several statistical practices can make differences between TPPs appear larger and more significant than they are. We reanalyze TPP evaluations from 6 states—New York, Louisiana, Missouri, Washington, Texas, and Florida—using appropriate methods implemented by our new caterpillar command for Stata. Our results show that teacher quality differences between most TPPs are negligible—.01–0.03 standard deviations in student test scores—even in states where larger differences were reported previously. While ranking all a state's TPPs is not useful, in some states and subjects we can find a single TPP whose teachers are significantly above or below average. Such exceptional TPPs may reward further study.

School peer reviews are increasingly part of the evaluation and school improvement landscape for school leaders and teachers in a number of countries. This article describes the growth of peer review, particularly in England, and its emergence elsewhere (for example, Australia, across Europe and in Chile). While these approaches provide a useful form of professional and moral accountability, this article identifies ways in which they could go further to empower practitioners through the use of an enquiry approach, combining formal academic knowledge with practitioner knowledge and school-based data. The term collaborative peer enquiry (CPE) is suggested as a way to explore this potential. The article sets out a typology of action research as a form of professional learning (type 1), practical philosophy (type 2) or as a form of critical social science (type 3). Four examples are given of different peer review models, two of them CPE approaches, and these are analysed using the above typology. A distinction is made between some peer review models that mimic external inspections and err towards self-policing, and others that encourage open enquiry and learning. In particular, the CPE models show the potential as forms of type 2 and type 3 action research. The role of peer review and CPE in the accountability system, in leadership development, and challenges for these models are explored in the discussion.

هدفت الدراسة الحالية إلى التعرف على دور الشراکة الأسرية في تفعيل التعليم الشامل من خلال التعرف على جوانب الشراکة بين أسر الطلاب ذوي الإعاقة والمدارس في ظل التعليم الشامل، وطرق تفعيل تلک الشراکة، والنتائج المرجو تحقيقها جراء تفعيلها، إضافة إلى التعرف على المعوقات التي يمکن أن تحول دون تفعيل شراکة مثمرة. ولتحقيق هذا الهدف، استخدمت الباحثتان منهجية مراجعة الأدبيات لمجموعة من التقارير والدراسات السابقة إبان العقد الماضي في مجال التعليم الشامل عموما والشراکة في التعليم الشامل على وجه الخصوص، إضافة إلى رصد مجموعة من القوانين والتشريعات الدولية والمحلية، وتناول بعض التجارب الرائدة من حيث التشريع والتطبيق. وقد خلصت الدراسة إلى أهمية دور الشراکة في تفعيل التعليم الشامل وتحسين المخرجات التعليمية. کما قدمت هذه الدراسة مجموعة من التوصيات المقترحة التي قد تسهم في تحسين دور الشراکة في منظومة التعليم الشامل في المملکة العربية السعودية، ومن أهمها: إعادة صياغة الدليل التنظيمي والإجرائي للتربية الخاصة، والتأکيد على تمکين الأسر من المشارکة في تعليم أبنائهم من ذوي الإعاقة وتقديم الضمانات الإجرائية لذلک، إضافة إلى ضرورة تفعيل نظام مساءلة لمتابعة مدى تفعيل الشراکة وآليات تنفيذها، وعقد الدورات التثقيفية والتدريبية لقادة المدارس والمهنيين وأسر الطلاب والمجتمع ، وذلک تفعيلا لمبادرة وزارة التعليم "شراکة المدرسة مع الأسرة والمجتمع 1438-1439هـ"، وتماشيا مع رؤية المملکة العربية السعودية 2030. The present study aimed to identify the role of the family’s involvement in inclusive education by identifying: aspects of cooperation between families and schools in the inclusive education program, ways of activating the partnership, desired results which might be achieved by this activating , and the difficulties that families and schools may face might prevent the family’s involvement. To achieve this goal, researchers used the literature review methodology for a series of previous reports and studies in inclusive education in general and family’s involvement in inclusive education in particular during the past decade. Identifying some of the international and national laws, regulations, and legislation or/and application. The study showed the importance of family partnership in activating inclusive education and improving educational outcomes. The study also presented a set of recommendations that could contribute to improving the role of family partnership in the comprehensive education system at the local level. The most important of these are: reforming the organizational and procedural guide for special education, emphasizing all families to participate effectively in educating their children with disabilities and procedural guarantees, activating accountability system to follow up the commitment in the activation of family partnership and the mechanism of operational practices, and training school leaders, professionals, students' families, and the community on the importance of partnership between school, family, and society in order to activate the school partnership initiative with the family and society announced by the Ministry of Education in 1438/1439 that matches the 2030 Saudi vision.

United Nations-Habitat New Urban Agenda and European Union’s Urban Agenda are today’s international Agendas safeguarding sustainability of our cities and communities. Although in different ways, these Agendas also incorporate “smart” concepts and therefore acknowledge the important role that technology plays, especially in both delivery and implementation. However, although the incorporation of the technological element, Agenda’s sustainable policies have poor adoption and this is due to the lack of executive instruments to help their implementation. In this research, the Author proposes a novel technologically enabled executive function to better succeed in the implementation of Agendas, the so-called Policies-Actuated-Planning (PAP), and an executive instrument, the Actuators. Differently from existing Actuators that leverage on the Internet-of-Things to trigger a function on a given urban device, the proposed Actuators put a policy at work through the technological execution of urban planning interventions. Hence, the name Policies-Actuated-Planning (PAP) is given. Moreover, Actuators constitute a novel accountability system to measure the performance in the implementation of policies since they offer pioneering qualitative monitoring functionalities. Finally, to mention that the PAP relies on Author’s several times published Intelligenter Method, which is based on a bottom-up, collaborative and holistic-systemic approach to complex systems. The use of Intelligenter Method principles results in Actuator’s technologically enabled execution of city policies implemented at the lowest possible level, the community.

Justine Finley, newly appointed principal of Northside Elementary, had been tasked with increasing her school’s grade under the state accountability system and keeping neighborhood families from choosing to enroll in the charter school down the street. The superintendent made these priorities very clear. After spending the first 3 months observing and analyzing data, Justine realized that a new model for placing students in classes could be a lever for increasing achievement scores. What Justine failed to realize was the conflict that the new model would generate among parents and teachers. This case highlights the challenges a new principal encountered when attempting to implement a change in student and teacher placement procedures amid competing priorities.

The strengthening of demands for a good financial management and accountability system encourages the government to improve performance in financial management in order to produce good and transparent financial reports. The purpose of this study was to determine the effect of local revenue and Special Allocation Funds on Direct Expenditures for City Government in West Java Province for the 2015-2019 period. The method used is descriptive and verification methods with a quantitative approach. The analysis samples in this research are 5 City Government Financial Reports in West Java Province for 5 periods. The data analysis technique used in this study is the Statistical Package for the Social Sciences (SPSS) using the IBM SPSS Statistics 20 software. The results show that local revenue has a positive effect on Direct Expenditures and Special Allocation Funds have a positive effect on Direct Expenditures in City Government. In West Java Province for the period 2015-2019.

The use of performance measurement system in the public sector (PMS) has become a panacea in addressing an inefficient bureaucracy that fails to meet the citizen satisfaction by its lethargic service delivery. It has introduced a way for public managers to better generate outcome policy into a concrete-measurable actions. While many countries already demonstrates the benefit of using the system, Indonesia remain struggle in implementing the ideal of performance management particularly in the context of local government that usually lacking of adequate capacity and sources. Despite the continuous support by central government, the diverse of socio-environmental context hinder local government to fully implements of SAKIP. This paper sought to portray the implementation and challenges that is faced by one local government agencies in Sukabumi, West Java Indonesia in implementing Indonesian public performance management system (SAKIP). This paper is using qualitative approach by conducting structured interview to key informants. The results showed that organizational variables have been able to accommodate the implementation of SAKIP policy through units formed specifically in organizational structure and governance regulations, organizational interpretation variables are still necessary to improve the dissemination of policy information to all levels of employees, application variables where the implementation of policies are still experiencing constraints, especially in planning and evaluation, as well as a lack of specific strategies in improving organizational performance. This paper reinforces the results of previous studies related with performance management system in Indonesian local government that its implementation has not been yet showing their best result.

Context A fundamental assumption behind a high stakes accountability system is that standardized testing, proficiency goal setting for demographic student subgroups, and sanctions would motivate teachers to focus on students whose performance had heretofore lagged. Students with disabilities became one such subgroup under the No Child Left Behind system. Special education teachers faced a novel pressure: to radically narrow the achievement gap between their students with disabilities towards proficiency or incur sanctions and corrective action for their schools and districts. Purpose The study uses the concept of “integrity” to analyze public service workers’ agency in situations of strain or crisis. Integrity consists of four overlapping domains of judgment: obligations of office, personal integrity, client needs, and prudence. Research Design The study is an in-depth multiple case study of seven teachers; 21 structured interviews, and 17 observations, augmented by a number of informal contact that included invitations to observe teacher meetings and conversations with school administrators. Findings The study found that the special education teachers faced a true dilemma. Teachers adopted contradictory solutions — some embraced the new demands, some rejected them. Both seemed equally untenable. The study reveals salient dimensions of this dilemma: how teachers related to the external moral obligation to equalize, what they chose to ‘see’ when they viewed the achievement gap; how they explained, or explained away, their agency in narrowing the gap; how they strategized and muddled through with instructional maneuvers to make the gap go away; and what they regarded, and guarded, as fields of professional responsibility and autonomous decision making. Implications What kind of accountability system would enable a collective dialogue among special education teachers in which high expectations, keen diagnosis, instructional expertise, internal responsibility for individualized learning gains, openness to external challenge, and attention to results would be the poles of the discussion? At the core, such an accountability system would validate the professionalism of the most expert teachers and avoid activating their defensiveness and demoralization. It would guard against middling expectations by making the performance of a wide spectrum of high and low performing schools or special education departments transparent. It would stay away from high pressure attached to unrealistic goals in order to discourage teachers from developing blind spots about their students, or acting with mere compliance and expediency. It would motivate a dynamic of student-centered continuous improvement in reference to a common standard, but also to low-stakes metrics that may guide iterative improvement.

The Principal Officials Accountability System (POAS), which was established in 2002 by the then Chief Executive, Tung Chee Hwa, marked the beginning of a Hong Kong-style system of ministerial government. As a major attempt at institutional reform in the postcolonial era, the reform has so far invited more negative than positive appraisals about its impact on public governance. Academic critiques, however, have barely touched on the problem from the perspectives of institutional design and development. Accordingly, this article analyses the institutional characteristics of the POAS as a ministerial system, and how these characteristics have shaped the working relationships between politicians and bureaucrats. The underlying argument is that, after one and a half decades, the POAS remains underdeveloped. This state of underdevelopment is the outcome of institutional change through incremental reforms leading to disjointedness and incoherence. There are worrying signs that under an increasingly authoritarian...

In their current state in the public administration literature, the various accountability frameworks build upon another, but are not in a comprehensive form so that practitioners may make use of them. The Comprehensive Accountability Framework (CAF) synthesizes the major components of prominent accountability frameworks in the literature by linking them together to create an actionable system of accountabilities. Doing so creates a more in depth understanding of accountability that acknowledges the respective values of those within an accountability network while at the same time work to create agreed upon accountability system(s) for their interorganizational relationship.

An in-depth case study of a natural beef cooperative describes a management information and accountability system (MIAS) that emerged from, and facilitates the nurturing of, a values-based organisa...

A new lifelong accountability system for ecological and environmental damage will be established for local officials in China. However, if this new production-based accountability system does not consider the responsibilities of consumers, it is likely to aggravate the imbalance of regional development. Using a multi-regional input–output model, this paper tracked the environmental damage transfers in interprovincial trade. Trade-related damage from four major pollutants was quantified for each province in 2007. The results show that nearly 45% of the environmental damage that occurs at home to meet consumption in other regions can be ascribed to the interprovincial trade flows in China. In 2007, the North Municipalities, the East Coast, and the South Coast, where the share of production-based environmental damage in relation to the local GDP is lower, transferred environmental damage to the developing Northwest and Central regions to make the local GDP greener via interregional trade, leading to inequality in regional development. It is suggested that the importance of environmental damage from a consumer perspective should be integrated into the future implementation of the new lifelong accountability system.

This paper estimates the effects of school accountability on year-to-year teacher mobility in Chile. An accountability program was introduced between 2012 and 2015, which established sanctions for persistently low-performing schools, including the threat of closure if they failed to improve their academic outcomes after four years. Since the low-performance ranking was based on the school’s relative position on a set of variables and their corresponding thresholds, we use a Multivariate Regression Discontinuity Design to evaluate the impact of the policy on teacher mobility. Our results indicate that teachers are more likely to leave schools that are labeled as low performing. This effect appears to be relevant only when teachers can move to other schools, as we did not find any effect on the likelihood of teachers leaving the school system. The evidence suggests that the effect on mobility is more pronounced for teachers with less working experience, who teach in two or more schools, were hired with temporary contracts, and achieved lower scores on their college admission tests. Even though mobility appears to have increased among less effective teachers, schools are not hiring new teachers to replace them.

O presente artigo tem como objetivo responder o seguinte problema de pesquisa: por que e tao complicada a aplicacao efetiva do processo de accountability no Brasil? A accountability possui um conceito polissemico, que compreende o dever de fiscalizacao de entes e a adequacao entre prerrogativas do ente publico e responsividade na atuacao das instituicoes. Compreende tambem a possibilidade de exigir e obrigar aos gestores da administracao publica a prestarem contas por seus atos, com a possibilidade de sofrerem sancoes por descumprimento ou atos praticados em desacordo com a legalidade. E um tema relevante porque provoca o aprimoramento da burocracia publica e a consolidacao do regime democratico. O estudo possui como base o metodo qualitativo, a partir de uma abordagem descritivo-analitica por meio de revisao de literatura. Como resultado, verifica-se que no contexto brasileiro, para que possa ser efetivamente aplicado, o sistema de accountability deve ainda ultrapassar alguns obstaculos, parte deles arraigados na sociedade desde o periodo colonial; o que exige, por parte da sociedade, uma mudanca da cultura pautada em comodismo e no auto favorecimento, fortalecendo a busca pela realizacao de direitos e a exigencia pela transparencia da gestao publica. Palavras-Chave: Accountability; Aplicacao tardia da accountability; Gestao publica; Poder Judiciario; Transparencia da burocracia. Abstract The present article proposes to answer the following research problem: why is the effective application of the accountability process in Brazil so complicated? Accountability has a polysemous concept, which includes the duty of oversight of entities and the adequacy between prerogatives of the public entity and responsiveness in the performance of institutions. The concept also includes the possibility of requiring and obliging public administration managers to be accountable for their actions, with the possibility of suffering sanctions for non-compliance or acts done in disagreement with legality. It is a relevant issue because it causes the improvement of the public bureaucracy and the consolidation of the democratic regime. The study is based on the qualitative method, based on a descriptive-analytical approach through literature review. As result, it is concluded that in the Brazilian context, in order to be effectively applied, the accountability system must still overcome some obstacles, part of them rooted in society since the colonial period; which requires society to change the culture based on self-indulgence and self-favoring, strengthening the search for the realization of rights and the demand for transparency in public management. Keywords: Accountability; Late application of accountability; Public administration; Judicial Power; Transparency of bureaucracy.

In 2007, Washington adopted the Student Achievement Initiative, a statewide performance accountability system designed to improve retention rates and degree productivity among community colleges. Using difference-in-differences analysis, we found that the policy change has had little immediate effect on retention rates or associate’s degree productivity. However, community colleges produced more short-term certificates after the policy reform. These results are robust across many alternative comparison groups. Considering that certificates yield less value in the labor market than associate’s degrees but are easier for colleges to produce, we discuss the unintended consequences of rewarding colleges based on the number of credentials they produce.

This study aims to determine the Accountability of village fund Management to improvedevelopment in Sajang Village, Sembalun District, which consists of five stages, namelyPlanning, Implementation, administration, reporting and accaountability.This type of research isa case study using a descriptive analysis approach. In this study, the techniques of datacollection use are interviews, questionnaires and documentatation. The data analysis techniqueuse in this study is a quanlitative descriptive analysis technique.The results of this study indicatethat the planning, implementation, reporting, administration and accountability system ofaccountability has applied the principle of accountability. Thia is evidenced from the results ofinterviews with documentation and questionnaires.

The notion of accountability carries with it an implicit sense of objectification, in which schools, teachers, and students represent the objects of measure by which policy makers judge schools. Reframing the notions of accountability requires a critical interpretation of the accountability system that challenges competitive notions of achievement while cultivating compassionate views of student performance. Drawing from the principles of critically compassionate financial literacy, this chapter discusses how discipline-based art education may provide an instructional vehicle for facilitating dialogues that reframe notions of accountability in education.

 The realization of a good and accountable governance is the hope of all parties. It is expected that the development and implementation of an accountability system that is accurate, clear, legitimate so that the government and development can be carried out efficiently, effectively, cleanly and responsibly and free from corruption, collusion and nepotism (KKN). Based on Speklé and Verbeeten (2013) studies indicating that contractibility moderates the relationship between the use of performance-oriented system performance incentives. The use of performance measurement systems for the purpose of negative incentives affects organizational performance, but this effect is too heavy when Contractibility is high. The type of this research is causal explanatory, and the research sample is population 3 SKPD (Work Unit of Local Area) located in Bandung with data analysis technique using Moderated Regression Analysis (MRA) or interaction test is a special application of linear regression where in regression equation contain Elements of interaction (multiplication of two or more independent variables). Keywords: Performance Appraisal System, Performance, Contractibility, SKPD Bandung, Public Sector

California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.

This paper aims to analyze the institutional development process of accountability institutions in Brazil. Scholars have identified an incremental development process of horizontal accountability institutions in Brazil, stimulating an important process in democracy. Our argument is that the incremental development process of accountability institutions was not followed by systemic developments able to encompass all accountability institutions. The reason for this is that, in spite of incremental advances, there has been no development regarding the procedural ecology of accountability institutions, thus hampering coordinated and cooperative actions between institutions. We analyzed the procedural flow from the Public Sweepstakes Program of the Comptroller General in Brazil as well as the performance of the institutions of the accountability system. We also conducted interviews with the leaders of accountability institutions in order to address the issue of cooperation and strategic coordination of the system of institutions. Este artículo tiene como objetivo analizar el proceso de desarrollo institucional de las instituciones de rendición de cuentas en Brasil. Los académicos han identificado un proceso de desarrollo incremental de las instituciones de rendición de cuentas horizontal en Brasil, estimulando un proceso importante en la democracia. Nuestro argumento es que el proceso de desarrollo incremental de las instituciones de rendición de cuentas no fue seguido por desarrollos sistémicos capaces de abarcar todas las instituciones de rendición de cuentas. La razón de esto es que, a pesar de los avances incrementales, no ha habido desarrollo en cuanto a la ecología procesal de las instituciones de rendición de cuentas, lo que dificulta las acciones coordinadas y cooperativas entre las instituciones. Analizamos el flujo de procedimientos del Programa de Sorteos Públicos del Controladoría General en Brasil, así como el desempeño de las instituciones del sistema de rendición de cuentas. También realizamos entrevistas con los líderes de las instituciones de rendición de cuentas para abordar el tema de la cooperación y la coordinación estratégica del sistema de instituciones.

This chapter discusses several contextual factors that shape teachers’ and students’ opportunities to learn mathematics. Among these contextual factors are the US cultural perspectives on mathematics teaching and learning, the US K-12 school system institutional design and the associated challenges involved in changing core practices, and the impact of the accountability system (such as NCLB or Common Core Standards). These contextual factors to a great extent provide an insight into understanding the challenges involved in improving the teaching and learning conditions for mathematics and heighten the need for higher education institutions to step up and offer future mathematics teachers the proper mathematics courses needed for teaching K-12 students.

No school accountability system is perfect, but will mooted changes to inspection in England tackle some of the unintended consequences that school leaders face? Hilary Grayson draws some lessons from international practice

The purpose of this study is done to determine the level of work units, central governmentsupport, guidance SAKIP evaluation of implementation, and quality and quantity of humanresources of the effectiveness of the implementation of SAKIP. This research is quantitativeresearch, collected by survey through questionnaires. The sample consisted of employees amountedby 110 respondents. This study sampling technique using non-probability sampling with saturated samples (sampling census). The results showed that the working unit commitment andthe quality and quantity of human resources affect the effectiveness of SAKIP, while the centralgovernment support and evaluation guidelines on the implementation SAKIP have no influenceon the effectiveness of SAKIP.Ke ywords: Effectiveness SAKIP Implementation, Government Agencies Performance Accountability System, Employees