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This paper develops and applies the concept of accountability styles for analyzing and comparing accountability practices in different countries. This is relevant as there is considerable scholarship on public sector accountability but only very few comparative studies. Extant studies have shown that national styles of accountability are both marked by convergence as well as the resilience of national differences. The concept of accountability style is adopted to describe and interpret how and why accountability practices differ between administrative systems. It does so by analyzing practices of accountability of public sector agencies in four European democracies with different state traditions: the Netherlands, Norway, Switzerland and the UK. These countries vary with regards to state strength (interventionist propensity) and administrative concentration (high or low centralization). The analysis focuses on the accountability of arms' length agencies which lends itself for comparisons across counties. The paper shows that the national political-administrative context crucially shapes practices of accountability and accountability regimes of agencies. The Norwegian accountability style is characterized as 'centralized and convenient'. The UK-style is equally centralized yet not so convenient as it incurs high accountability-process costs on agencies. Switzerland is marked by limited hierarchical accountability. And the Dutch accountability style is comparatively 'broad and informal'. State strength and administrative concentration explain some of the variance while historical legacies explain additional national variations. [ABSTRACT FROM AUTHOR]

Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools' responses to these threats shape novice Teach for America Corp Members' (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their experiences during a high-stakes cheating scandal, we argue that schools' responses indicated a threat rigidity response that allowed what we call the mesosystem of transgressions to occur. Our implications present ways to (a) mitigate threats inflicted on schools through unjust policies and practices and (b) enact equitable public schools. [ABSTRACT FROM AUTHOR]

Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations. [ABSTRACT FROM AUTHOR]

In this paper, we ask whether princi ple s —relevant institutions, including administrative reform, legal and judicial support, and information and communication technology (ICT)—and princi pal s —ordinary people that are capable, knowledgeable, and willing—can help enhance accountability of street-level bureaucrats (SLBs) by mitigating unwarranted discretionary behaviors. We examined the New York City Police Department by constructing and analyzing a unique dataset drawn from multiple sources and by using the SLB literature to inform our empirical model specification. Fixed effects regression analysis revealed the potential of princi ple s and princi pal s in motivating or reducing police officers' use of force resulting in substantiated civilian complaints. Specifically, proactive policing strategies, exonerated civilian complaint dispositions, court summons following arrests, and ICT are the princi ple s, and a low-poverty population served by police are the princi pal s we found to influence discretionary police behavior. [ABSTRACT FROM AUTHOR]

Before the COVID-19 pandemic, the multi-tiered system of supports (MTSS) framework was established as a comprehensive, equitable approach for addressing urban students’ academic, behavioral, and social-emotional needs. Still, confusion surrounded its implementation. On returning to in-person instruction, urban educators have been challenged to resurrect their school’s MTSS framework while simultaneously confronting many other issues, such as increased student absenteeism, academic achievement deficits, and staffing shortages. Consequently, revisiting this matter is warranted, particularly concerning operating MTSS frameworks in high-poverty urban schools. Accordingly, this paper explains the design and operation of an MTSS and then discusses its historical evolution and current relevance. Next, the article identifies drivers of well-functioning MTSS frameworks while discussing the circumstances surrounding high-poverty urban schools. The paper concludes with a discussion of a core component of an MTSS framework that urban educators have identified as one for which they need more information: intensifying instruction. Properly addressing this component will equip urban educators with the foundational knowledge they need to design and implement an MTSS framework tailored to their unique circumstances. [ABSTRACT FROM AUTHOR]

Whether corruption leads to the election of women and whether increased women's representation leads to lower levels of corruption are two questions with answers that remain uncertain and context-dependent. We explore the case of Mexico and theorize that three factors--gender stereotypes, demands for the inclusion of women, and expectations of accountability--condition the relationship between women's representation and corruption. We hypothesize that given the features of the Mexican system, revelations of corruption should lead to the election of women and women should not be less corrupt than men in office. Leveraging an original dataset of close to 20 years of municipal audits to mayors, we find supporting evidence. The occurrence of audits and recent revelations of corruption increase the likelihood of women being elected and municipalities led by women report no fewer irregularities as compared to those led by men. [ABSTRACT FROM AUTHOR]

Public organizations have little tolerance when it comes to risks and errors. At the same time, environmental, technological, and demographic changes call for new ways of doing things to improve public sector performance. Achieving this may involve trial and error. Therefore, there is a need to effectively combine risk management and error management practices. However, the concepts tend to be intermingled and confused, which hinders public managers from deliberately exercising one or the other managerial behavior, or productively combining them. The purpose of this article is to theoretically disentangle risk management from error management. We argue that risk management is a prospective leadership behavior, while error management is a retrospective one. In our theoretical framework, we describe both concepts according to their temporal, behavioral, and normative characteristics. Testable propositions are developed regarding the theorized differences between the two concepts and their associated behaviors, and we discuss ways in which the two concepts can be applied in order to advance future research and, ultimately, improve the way public organizations respond to risks and errors. [ABSTRACT FROM AUTHOR]

Policing faces increased accountability measures, influencing officers to engage in "covering your ass" and over-documentation. In this qualitative study of police officers across three Canadian provinces, we unpack the "covering your ass" mentality by exploring the paperwork burden as an unintended consequence of movements toward greater policing accountability. We find that covering your ass leads officers to complete paperwork to protect themselves from personally being investigated. They use paperwork to ensure they overcome any legal vulnerabilities by justifying their actions and explaining their interpretations of other officers' actions. We present policy implications of these findings tied to police accountability, the impacts of covering your ass, and the resulting paperwork burden. [ABSTRACT FROM AUTHOR]

Three trends have characterized state policymaking for higher education in the 21st century: divestment, accountability, and race neutrality. These policy agendas are often justified as an attempt to optimize system efficiency and performance by making institutional actors (agents) responsive to the demands of state officials (principals). In this manuscript, we present quantitative evidence that these three policy initiatives have not achieved their stated purpose. We use contemporary social theory to explain why this is the case. Finally, we call for deeper re-engagement of states and their higher education systems in place of transactional and technocratic models. [ABSTRACT FROM AUTHOR]

The legitimacy of public broadcasting has been under pressure for several decades. Attempts to repair and restore this legitimacy have led to an intensification of accountability instruments and measures. These instruments and measures tend to focus on consumption figures or cost-benefit analyses, requiring new ways of capturing public value. This article argues that, given the media's persistent role as an interpreter and multiplier of news via traditional distribution channels and diverse new platforms providing information and opinions, professional follow-up communication is a relevant source for the examination of broadcasters' contributions to public debate. The essay explores how the analysis of newspapers via computational methods can be used by public broadcasters to reflect on and demonstrate their role in public debates in contributing a diversity of topics and viewpoints. [ABSTRACT FROM AUTHOR]

We use event history analysis on an aggregate dataset from 1997 to 2018 to understand the state-level antecedents associated with the adoption of test-based grade retention policies. Findings indicate that the educational conditions of a state to be more predictive of retention policy adoption than the political, economic, and geographic measures. In particular, a greater share of Black students in a state, lower fourth grade NAEP reading proficiency rates, and larger student enrollments in the early grades were all associated with increased odds of grade retention policy adoption. [ABSTRACT FROM AUTHOR]

This article outlines the structures, systems, rules and experiences of reporting on the British monarchy in the UK news today. The functions underpinning royal news are usually abstracted in the public imaginary. Using in-depth interviews with Royal Correspondents, and a broader understanding of royal news production, it explores the formal and informal agreements which shape reporting on royalty. The article addresses how the systems of royal news production significantly obstruct the ability to scrutinze the monarchy. The data illustrates the various frustrations of Royal Correspondents in terms of access, getting responses from the monarchy's Communications teams, and the potential professional risk of 'getting it wrong'. This has significant implications for questions of media, culture and ideology in the UK media, and the power afforded to the British monarchy in regulating its own media coverage. [ABSTRACT FROM AUTHOR]

How does gender accountability vary? We theorize that reduced perceptions by others of one's gender, or reduced external assessments of gender accountability, create more space for the cultivation of nonbinary subjectivities. We use the shelter-in-place period of the COVID-19 pandemic as a natural experiment during which major social institutions such as work and school changed and thus shifted gender accountability. Through interviews with a racially diverse sample of 22 U.S. adults who came out as nonbinary or genderfluid during this time period, we examine their experiences and understandings of this change in gender accountability. Participants described relief from relentless gender assessments as well as space for self-reflection and gender experimentation. Less stringent external assessments at work and school, especially the reduction of constant in-person evaluations of gender expression, produced new gender subjectivities that resisted binary understandings of gender. This study explores the nuance, variability, and situational character of gender accountability. We argue that in-person full-body gender assessments are a powerful component of gender accountability and that relief from gender accountability at work and school may be particularly liberating. Plain Language Summary: During the COVID-19 pandemic, many people came out as nonbinary or genderfluid. We interviewed 22 U.S. adults who started to identify as nonbinary or genderfluid during the shelter-in-place period of the pandemic. There were social aspects of the pandemic, such as increased free time, time alone, and opportunity to experiment with one's gender, that impacted the people we interviewed. One of the things that stood out was that interviewees discussed how working and doing school from home allowed them to be less concerned about people assessing their gender all day long. Because they were not interacting with people like coworkers and other students, who would see their full-body gender expression in person, they felt a sense of relief and freedom that allowed them to explore nonbinary gender identities. [ABSTRACT FROM AUTHOR]

In recent years, policymakers and scholars argued that state education agencies (SEAs) should move away from simply acting as compliance monitors and take on more prominent roles as providers of technical support to schools and school districts. Scholars find that SEAs have struggled to do so, yet there is little empirical work to explain what SEAs do or why they struggle. This study looks at Michigan's Partnership model for School and District turnaround, which began in 2018 and includes the Michigan Department of Education (MDE) as a formal partner in building the capacity of school districts to craft and meet ambitious student learning targets. Analyzing interviews with MDE "liaisons" and turnaround leaders, I find that Partnership leaders reported a deeper sense of trust with the SEA compared to prior years because liaisons were more focused on support and understanding individual school/district contexts. However, supports were generally "passive" (e.g., sending standardized emails with resources/links; helping navigate compliance issues) rather than targeted technical assistance that helped Partnership leaders build capacity. I argue that this was in part due to the SEA's conflicting role as both accountability monitor and technical assistance provider. I show how SEAs navigated this dynamic and provide suggestions for how SEAs can balance district autonomy with support through trust building, ideas of "controlled autonomy," and "flexible specificity," which recommends highly specific technical guidance paired with ongoing processes of feedback and experimentation from implementers so that guidance matches context. [ABSTRACT FROM AUTHOR]

New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the "gentrification" of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student population by enrolling more White, privileged students in the name of "school turnaround"—namely, to increase enrollment and popularity in a school choice context and improve performance on accountability measures. [ABSTRACT FROM AUTHOR]

There is limited evidence on how local governments adopt formal contractual mechanisms to hold partners accountable and mitigate defection in the context of differing power dynamics. What kind of monitoring mechanisms do local governments choose to check opportunism and align incentives as they delegate service provision to another actor? Does the choice of monitoring mechanisms vary if the partner government is another local government, higher-level government, or a non-government actor? Does the choice of monitoring mechanisms used by local governments vary by the nature of service provision? To explore these questions, we examine a randomly selected sample of 163 public service contracts involving local governments in Iowa. Our findings suggest that the use of monitoring mechanisms is not homogenous and varies across different service areas and collaboration directions. In practice, our findings are useful for enhancing local governments' internal contract management capacity for preventing contract failure, establishing accountability, and mitigating risk. [ABSTRACT FROM AUTHOR]

This mixed-method study examines Michigan's Partnership policy for school turnaround, which positions the district and superintendents as key policy implementation actors. We first interviewed 21 of 35 Partnership superintendents/leaders across Michigan and surveyed teachers to understand the initial response to the turnaround policy and the strategic planning process. We then used our understanding of these leaders' responses to conduct a purposively sampled embedded multiple comparative case study of three varied districts. These case studies helped us more deeply understand and compare how districts engaged in the process of crafting coherence and school-level stakeholders' perceptions of activities related to coherence and implementation of the reform. Based on these two levels of data collection and analysis, we found that many leaders used the opportunity to create new changes, roles, and partnerships, but the majority also symbolically adopted policy demands by aligning their turnaround plans with pre-existing efforts. Using cross-case comparisons of our three districts, we argue that some degree of strategic buffering from policy demands may be warranted, especially when districts have low capacity and face significant challenges recruiting and retaining teachers. [ABSTRACT FROM AUTHOR]

At a time when party politics is becoming increasingly personalised, conventional wisdom argues that the party leaders' power in organisations is on the rise. However, scholarship has not yet provided a thorough and systematic analysis of the role of party leaders that offers theoretical and empirical specification. The aim of this article is to provide an analytical framework for the study of party leadership by examining the concept of leadership autonomy and its components. This new conceptualisation is then applied to a number of different parties across Western Europe, showing how leadership autonomy varies across countries and different party organisations. The conclusion sets out the implications for party change and highlights the importance of placing the leaders' role at the centre of the empirical analysis of political parties. [ABSTRACT FROM AUTHOR]

This archival research aims to explore the role of accounting for natural disasters. It is focused on the 1966 Florence flood. Considering the role of Florence in the worldwide cultural context, our attention is focused on the cultural patrimony in the Florence State Archive and on the role that accounting and accountability had in its rescue. The work refers to Foucault's and Derrida's concept of the archive and draws on the notion of accounting as 'naming and counting' practices. The investigation highlights the pivotal role of accounting in the rescue process of archival documents. Using 'naming and counting' practices, the damaged documentation was identified and inventoried and the accountability activities offered researchers knowledge of historical documents not available for investigation. These accounting practices realised the exercise of the power of re-'consignation' permitting an invaluable cultural patrimony to be re-consigned to the community. [ABSTRACT FROM AUTHOR]

The deaths of unarmed black citizens at the hands of police have led to dramatic calls for police reform. Some observers claim that officers are poorly trained and unaccountable for their actions. In this study, I test whether measures of organizational training and accountability reduce the likelihood of unarmed fatal officer-involved shootings (OIS). The results suggest external review of deadly force may decrease the likelihood of fatal OIS of unarmed black citizens. Other training and accountability mechanisms are unrelated to, or increase the likelihood of, fatal shootings. More research is needed to determine the causal links between the training and accountability mechanisms outlined in this study and fatal police shootings. [ABSTRACT FROM AUTHOR]

Much correctional work is generally misunderstood by the mainstream media and many public circles as solely punitive and authoritative, which has fueled many politicized outcomes for correctional policy, practice and intervention. Reasonably, critical criminological discourse is steered primarily by the perspectives and voices of prisoners and victims. Yet this privileging leaves many questions remaining about how correctional workers in the contemporary era negotiate their complex duties of both prisoner care and accountability. Drawing on data garnered from open-ended survey responses of provincial and territorial correctional employees (n = 876) in Canada, we explore how Canadian correctional workers balance their emotional and occupational framework and perspectives with integrity. Informed through a lens of emotional labour, we find that many Canadian correctional workers recognize the need for, and gap in, prisoner care, mental health and rehabilitation, while also problematizing the shift and decline in prisoner accountability, which they believe jeopardizes both correctional worker and prisoner safety. We discuss the implications our findings present in relation to questions of power and control in prison spaces. [ABSTRACT FROM AUTHOR]

Selecting individuals who are the right "fit" for correctional work is not an easy task for prison administrators because of the dangerous nature of correctional work and the centrality of prison employees in the prisoner's rehabilitation process. We analyze fitness for correctional work from the employee's perspective, complementing the scholarship focused on the employer's view. We measure occupational fitness in terms of co-worker expectations, analyzing 104 semi-structured interviews conducted with Federal Canadian Correctional Officer recruits in 2018/2019. Recruits in our sample expected a correctional officer to be accountable, reliable, and confident. Understanding the mind-set of new hires provides insights into the correctional officer role and allows employers to align employer-employee expectations, as well as review training and recruitment, which can improve the employee well-being and reduce turnover rates. [ABSTRACT FROM AUTHOR]

Intermediary organizations' (IOs) involvement in teacher education policies has grown in recent years. Apart from advocating for the introduction of alternative routes into the teaching profession, IOs have facilitated the spread of outcomes-based teacher preparation accountability. While previous studies examined the neoliberal market-based logic of their proposals, less is known about technocracy as a discourse informing teacher education redesign. To address this gap, I use the tools of critical policy and critical discourse analysis to examine how IOs advocated for and participated in the construction of outcomes-based accountability regimes. This analysis captures key elements of technocracy, such as the depoliticization of social issues, scientism, and the dismissal of opposition on which accountability regimes are built. By attending to the assumptions and inherent contradictions of technocratic discourses, I shed light on the ways in which accountability regimes dismiss opposition and seek to refashion governance structures in teacher education. [ABSTRACT FROM AUTHOR]