School report cards: Some recent experiences
Cameron, L., Moses, K. D., Gillies, J., & Herstein, J. (2006). School report cards: Some recent experiences. : USAID / EQUIP2.
Decentralization and an increased emphasis on community and parent participation represent significant education reform trends over the past decade. These reforms take place in the context of increased emphasis within Education for All (EFA) on improving education quality and outcomes and on strengthening accountability for results. They require that substantial information be available to local and regional stakeholders, school officials, and communities in order to increase transparency, establish a basis for accountability, and provide tools for effective management at the local level. Parents, teachers, school officials, and other stakeholders must be able to assess school performance and status. A number of countries are experimenting with school-level information systems known as ‘school report cards’ to increase accountability and transparency. These systems have different formats and purposes, ranging from strict accountability systems that measure student performance to participatory diagnostic and management tools that support school managers. Efforts are relatively novel, and substantial evaluation information is not yet available. The purpose of this report is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved.