The International Handbook of Practice-Based Performance Management presents the latest scholarship in performance measurement strategies in the field of evaluation. This important resource combines cutting-edge theory and practice of performance management in the United States and abroad. The book includes contributions from internationally known scholars and practitioners who present chapters that introduce the literature on key topics and provide clear guidance on practical skill building. Key Features: Offers an international perspective: Though most of the chapters deal with performance measurement in the United States, the text represents the most notable examples of performance measurement in Canada, Latin America, Asia, Oceania, and Europe. Integrates theory and practice: The book’s unique structure links literature-based conceptual knowledge with the lessons from practice and specific applied skills. Puts theoretical discussions into context: Case examples and lessons learned connect concepts to the real world while discussion questions allow for further deliberation. Intended AudienceAn excellent addition to any academic library, this resource is ideal for practitioners, academics, and researchers in public administration, non-profit organizations, management, public policy, health care services administration, and health care planning and policy. It can also be used as a text for graduate courses such as Performance Management, Management Reforms, International Performance Management, and Performance Improvement in Public Administration.

Performance Measurement and Educational Accountability: The U.S. Case

Performance measurement and educational accountability: The U.S. case
Katherine E.Ryan

Educational performance measurement systems have always been an important part of educational program administration. Throughout the 1990s, the role of these systems in the international arena has shifted toward management for results and accountability, reflecting “New Public Management” (NPM; Behn, 2001).1 The U.S. educational accountability context reflects this change, particularly since the passage of the No Child Left Behind Act of 2001 (NCLB). This legislation essentially institutionalizes the reliance on high-stakes tests (performance indicators) as a key mechanism for improving student achievement.

There is no argument here—educational accountability is a fundamental right of citizens in a democratic society serving the public interests. Efficient and appropriate resource use is and should ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles