To what extent do „talk, decisions and action“ of the school politics differ in Germany? The fact that the school administrations of the federal states are to be reformed towards the New Public Management Model is reported everywhere, however empirical studies about the structural change were not published. This contribution starts at the gap of the administrative scientific research and the empirical educational research. It scrutinises the effects of the conversion to an output-oriented control system to structures and acting of school supervising organisations and administrative scientific perspective with the example of Hessen. The qualitative text analysis puts the focus on formal guidelines in concept papers, official statements and cabinet decisions. In half-standardised exploratory discussions and interviews the question is addressed, how successful formal implementation and daily use are. Although the intra- and inter-organisational structures of an administrative unit are reformed, a basic change in acting does not have to accompany simultaneously, because subsystems and in particular their active participants always use liberties to include the excluded again. But then, when a paradigm shift can be spoken of and when it is just old wine running through old hoses? The adaptions show whether concepts are taken over only formally or are actually recontextualised and/or a new administrative type has cultivated itself. Finally changes in state and administrative models are included in the analysis as well as the effects of the reforms on the Meta Governance of control structures and participant settings.

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