School Accountability and Student Social-Emotional Learning: Evidence From the OECD's Survey on Social and Emotional Skills

Abstract

Purpose The purpose of this study was to examine the impact of accountability mechanisms on the social and emotional learning (SEL) competencies of students in schools in Suzhou, China. Design/Approach/Methods The study utilized survey data from schools in Suzhou, China, to explore how various inspection schemes and accountability measures differentially influence students’ SEL competencies. The study employed multilevel statistical analysis to examine the relationship between accountability measures and SEL outcomes. Findings The study's results suggest that while some accountability measures are associated with improvements in certain SEL skills, most have no effect on or negatively impact SEL competencies. Originality/Value This study is one of the few existing studies on the impact of accountability mechanisms on SEL competencies in schools. The findings provide valuable insights for policymakers, organizational scholars, and practitioners. Notably, the findings challenge the assumption that accountability mechanisms necessarily improve educational outcomes and suggest the need for more nuanced approaches to educational accountability policies.