Throughout Europe, there is increasing emphasis on the use of Quality Assurance and Evaluation (QAE) in order to improve school performance and raise levels of achievement among pupils (Grek et al 2007). The approaches to QAE adopted in different countries share many common features as a result of policy sharing by inter-governmental agencies such as the Standing International Conference of Inspectorates (SICI )(Croxford et al 2007). Consequently, European researchers need to share research findings on the impacts and implications of QAE systems. This paper focuses on aspects of QAE in Scotland, and their impacts on equity and equality of learning opportunities. In Scotland systems of QAE have been developed over a relatively longer period than many other countries – from the early 1990s - and have focused on the use of performance data, and self-evaluation by schools linked to external inspection (Cowie and Croxford 2006, Cowie et al 2007). Scottish policy makers express pride in this system, and promote its adoption elsewhere (Croxford et al 2007). However, a recent review of Scottish education by the Organisation for Economic Cooperation and Development (OECD) has highlighted serious problems of socio-economic inequality, a widening achievement gap, and large numbers of 16-19 year-olds who are not in education, employment or training. The review hints that aspects of QAE may contribute to these problems because “promotion of change in schools is hampered by the vulnerability of schools to adverse perceptions and judgements based on examination results” (OECD 2007, p17). In this paper, we consider whether QAE has had an adverse impact on equity in Scottish education, and conversely whether some aspects of QAE promote equality. The paper focuses on the pressures on schools to raise levels of attainment, and the different ways school management and teachers use data on pupils’ performance to make decisions, track progress and target support. It draws on quantitative and qualitative data from two current research projects – the first entitled “How do schools measure their own progress?” is part of the Applied Educational Research Scheme (AERS) in Scotland, and the other, “Fabricating Quality in European Education”(FABQ), funded by the UK Economic and Social Research Council (ESRC) and European Science Foundation (ESF).

The paper discusses emerging findings from two complementary research projects. The AERS project included a survey of local authorities and case studies of six schools across Scotland exploring how different members of the school community use data to inform practice and for accountability purposes. The FABQ project includes an international survey of teachers and headteachers asking about perceptions of quality and QAE in school education.

Findings concerning equity and equality in Scottish education will be drawn from each project.