Many European education systems have introduced some variety of an evidence-based governance arrangement which is based on performance standards, periodical assessment of student performance, and data feedback (see Maag Merki 2010). In 2012 Austrian secondary students had to sit standard-oriented tests for the first time, and in 2013 it was primary students who were tested. Performance data was fed back to students, parents, teachers, school leaders, and the school administration – in different states of aggregation (see Altrichter & Kanape-Willingshofer 2012). At the same time schools are confronted with other organisational or educational reform policies not only by state authorities, but also by district authorities, their closer communities as well as by international organisations (e.g. Martens et al. 2007).

In a three year study we aimed to understand whether or not and by what processes performance standards and data feedback of performance results are used as stimuli for classroom and school development. In the course of our studies we found that there are other minor and major reforms (e.g. a new quality management system for schools and school districts, a comprehensive reform of middle school) which seem to be equally relevant as the reform the project primarily focuses on. School development takes place in a field of action which is structured by a multitude of major or minor policies which „ frame, constrain and enable the possibilities of teaching and learning, of order and organisation, of social relations and the management of problems and crises.“ (Ball et al. 2012, 7)

The "overloaded improvement agendas" (Fullan 1994, p.2840) for schools and districts are no new phenomenon. In a re-contextualisation perspective (Fend 2006; de Boer et al. 2007; Altrichter 2010) or an policy enactment perspective (Ball et al. 2012) it is important to understand how actors on various levels appropriate reform proposals and translate it into action and structures on their level (Dupriez & Maroy 2003; Maroy 2009). Other policies (which may complement, conflict or be unconnected with the reform policy under scrutiny) form important frame conditions for this process of appropriation.

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