Tough, Intelligent Accountability’ in Scottish Secondary Schools and the Role of Standard Tables and Charts (STACS): A Critical Appraisal

‘Systems of tough, intelligent accountability’ are heralded by the recent policy document Ambitious Excellent Schools (Scottish Executive, 2004a). This paper considers what ‘tough, intelligent accountability’ might mean, and how this might differ from systems that are currently in place in Scottish secondary schools. It focuses on the role of the Standard Tables and Charts (STACS) in current accountability systems. STACS are derived from National Qualifications data for each Scottish secondary school, to compare the performance of each subject in the school and to analyse performance in the attainment measures within National Priorities. They are used in performance reviews and inspections to hold schools and teachers to account for students’ performance. The paper considers whether STACS can be considered a form of ‘intelligent accountability’ or whether perverse results are intrinsic to such statistical systems. It further considers how the accountability system could be made more intelligent.