This paper explores performance-based accountability (PBA) factors associated with two distinct uses of data by primary and secondary school teachers in three country contexts; Chile, Norway and Spain. Specifically, we analyze and compare the extent to which key PBA-related factors, such as the experienced performance pressure and teachers’ trust in data-driven systems, are associated with 1) formative purposes of data use; using data for school improvement, assessment of teaching and identifying students with learning needs, or 2), instrumental purposes, which refers to using data tactical or symbolic use of data, e.g. building the school’s reputation and benchmarking. The paper draws on two theoretical perspectives. Institutional theories provide insights into how local actors manage enactment processes, considering the impact of regulatory power from the institutional environment. Constructivist approaches (e.g. sense-making) focus on actors’ attempts to adjust and reinterpret policy imperatives to align with their preferences and the needs of their immediate contexts (Ball et al., 2012; Spillane et al., 2002). This combination helps enhancing our understanding of diverse responses and practices of schools, such as data use (Coburn, 2004). The data derive from a teacher survey, administered to a sample of schools in urban areas in three countries – Chile, Norway, and Spain. These countries show significant differences in terms of teachers’ professional traditions and educational policy settings, including approaches to testing and accountability, levels of school autonomy, and school choice. Binary logistic regression models with fixed effects and interaction terms are applied to examine teachers’ data use as a strategy for responding to standardized tests, while controlling for relevant teacher and school factors. We found common patterns across different countries indicating that an instrumental use of performance Similarly, performance pressure is also related to instrumental use of data, particularly in schools with low and mid socio-economic status (SES). Conversely, such pressure does not seem to influence a more formative use of data, such as assessment of teaching. Trust in the PBA system can enhance data use, but if high levels of pressure are perceived, it might also have a negative correlation with formative use of data. Our study provides critical insights into schools’ use of performance data in three different countries and identifies key PBA-related factors that enhance this practice. From a policy perspective, our findings show the necessity of tailored accountability policies and emphasize a transition towards systems based on formative assessments and pedagogical support.

Ball, S., Maguire, M., Braun, A. (2012). How schools do policy: policy enactments in secondary schools. Routledge. https://doi.org/10.4324/9780203153185 Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77(3), 211–244. https://doi.org/10.1177/003804070407700302 Spillane, J. P., Diamond, J. B., Burch, P., Hallett, T., Jita, L., & Zoltners, J. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16(5), 731–762. https://doi.org/10.1177/089590402237311