Abstract
Although there is an international trend to publish and feed back information to schools and teachers, the full complexity of improving schools through school performance feedback is not usually recognised. In this article, “school performance feedback systems” (SPFSs) are first conceptualised, and the factors that have contributed to their popularity are analysed. Next, a framework is presented which includes the factors that are crucial for the use and impact of SPFSs. Finally, the balance sheet is drawn up for the evidence on the process, problems, and impact of SPFSs, and strategies for improving schools through performance feedback are formulated.
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