In recent years there has been increasing use of performance data and improvement targets in schools, as part of the growing emphasis on school improvement and accountability.What we have seen in Scotland over the past 20 years is the incremental development of fundamental change in the way that secondary school performance data has been constructed and used with associated change in the way in which the educational system is organised (Cowie and Croxford, 2005). Since the Standards in Scottish Schools etc Act in 2000 (Scottish Parliament, 2000) schools and education authorities are more accountable than ever before for the quality of education provided.What is not clear, however, is the extent to which change has occurred within schools. If the Scottish experience is similar to that in England, where performance management does not appear to be improving the quality of learning and teaching (Gleeson and Husbands, 2003), perhaps there has been little fundamental change. In England, Elliot (2001) and Merson (2001) suggest that their has been limited improvement because performance management does not connect with the contextual realities of learning and teaching. There is some evidence to suggest that teachers may focus on impression management, and generate performances of their work in order to satisfy the accountability demands (Webb, 2006). We need, therefore, to gain an understanding of how the use of performance measurement affects policy and practice in schools, teaching and learning, and the experiences of teachers and pupils. In order to gain this understanding, this paper will report on interviews with a range of members of the school community, all of whom may have slightly different perspectives, in six case studies across Scotland. To gain in-depth understanding of the ways that performance measures are used by different members of the school community six case studies in schools across Scotland will be carried out. Each case-study school was selected because it is perceived by some to be using performance data in a special way. Each school is unique in terms of its individual circumstances, environment, intake characteristics and resources, and the case studies will provide insights into the ways in which issues of performance measurement are worked out within the context of each school. The research team will carry out an initial analysis of school policy and quality assurance documents before undertaking interviews with a range of school staff. The school documents will enable the research team to focus the interview questions on the specific use of performance data in each school. Interview questions will focus on the use of performance data for informing practice and on the perceived effects of any use of performance data on pupil progress. This study will provide insight into the production, analysis and use of performance data in six very different Scottish schools. Each of the case studies will 'stand alone' as it is not the specific purpose of the study to make direct comparisons, but we do expect to find some common themes and issues regarding the use of performance data.The documentary and interview data will be analysed using qualitative analysis techniques, in order to draw out key themes and issues. These should inform practice with regard to school management decision making, self-evaluation and improvement planning, teaching and learning, and tracking pupils' progress. The paper will also relate the findings to the respective roles, responsibilities and expectations at other levels in the Scottish educational system with regard to quality assurance and accountability. Cowie, M. and Croxford, L. (2006) Measuring and Monitoring School Performance in Scotland, Education in the North. 13, 23-36. Elliot, J. (2001) Characteristics of performative cultures: their central characteristics and limitations as resources for educational reform, in D. Gleeson and C. Husbands (eds), The Performing School: managing, teaching and learning in a performance culture. London: Routledge Falmer. Gleeson, D. and Husbands, C. (2003) Modernizing schooling through performance appraisal, Journal of Education Policy. 18 (5) 499-511. Merson, M. (2001) Teachers and the myth of modernization, in D. Gleeson and C. Husbands (eds), The Performing School: managing, teaching and learning in a performance culture. London: Routledge Falmer. Scottish Parliament (2000) Standards in Scotland's Schools etc. Act, http://www.opsi.gov.uk/legislation/scotland/acts2000/20000006.htm.Webb, P.T (2006) The choreography of accountability, Journal of Education Policy, 21 (2) 201-214. We would intend to submit the paper to a relevant international journal.