Educational performance tables have become a feature of the educational landscape in a number of countries in the 1990s. These tables have been published on the assumption that they will help to inform parental and pupil choice, school improvement and will make schools more accountable. This article explores the uses and (negative) side-effects of the publication of performance tables in two European countries. It shows the strengths and weaknesses of the current practices in England and France, reviews the current practices critically and gives some recommendations for improvement.
Karsten, S., Visscher, A., & de Jong, T. (2001). Another side to the coin: the unintended effects of the publication of school performance data in England and France. Comparative education, 37(2), 231-242. https://doi.org/10.1080/03050060120043439