Publication of indicators of quality has been a central instrument in NPM-oriented doctrines of government of schools. However, publication of such data has also been a contested issue on both normative and legal grounds, as well as with respect to its potential unintended and/or negative consequences. In the context of the specific Danish case, the paper discusses the complex interplay of forces leading to particular initiatives and changes with respect to publication of indicators of school quality.Methodology: The case study of the public aspects of QAE in Denmark is based on an analysis of policy documents and newspaper articles.Conclusions: Main conclusions will touch upon a) publication of school data as an ongoing struggle rather than an instrument chosen once and for all; b) the interplay of factors which influence the choice of publication of QAE as a form of government c) the importance of the framing of data (interpreting and presenting data in particular ways). In a broader perspective, the case relates to the overall problem of how national policies on QAE are both specific national responses and reflections of larger international policy trends.