Abstract
The purpose of this chapter is to contribute to greater understanding of the relationship between new accountability projects in education and the broader purposes and processes of school improvement. The chapter reports on a study of accountability initiatives in education underway in several Canadian provinces. A monitoring framework was developed as a heuristic to frame the issues and questions identified in current research and policy making as critical components of accountability systems. The accountability reforms adopted by the Ontario Ministry of Education and Training as part of the New Foundations in Education (1995) reforms were analyzed. Problems associated with the centralized development of the “Common Curriculum,” and with school delivery standards were described. The chapter outlines the implications of systemic accountability reforms for the “reinvention” of schooling.
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