The recent reforms in the public-school context have been characterized by the dif-fusion of performance evaluation and self-evaluation systems that have impacted the traditional School Accountability (SA) processes. The D.P.R.80/2013 has intro-duced the "National Evaluation System" which requires public schools to account for their performance to the community through the publication of a Social Report (SR). So far, the research that has dealt with social reporting practices in public schools is still limited. This study presents a content analysis of the SR produced by a sample of 76 Italian public schools in the first year of the adoption of the D.P.R.80/2013. The purpose is to verify the level of detail of the contents reported based on the legislation. The results show a low level of this content (around 32%) highlighting an approach to social reporting in schools limited to the mere "return of results" and typical of traditional administrative accountability logic. In these per-spectives, the work contributes to the SA literature and more specifically to the re-search streams on social reporting processes in public schools.
Le Istituzioni Scolastiche Pubbliche alla prova della prima Rendicontazione Sociale prevista dal Sistema Nazionale di Valutazione
Domenico Raucci
;Manuela Paolini;
2024-01-01
Abstract
The recent reforms in the public-school context have been characterized by the dif-fusion of performance evaluation and self-evaluation systems that have impacted the traditional School Accountability (SA) processes. The D.P.R.80/2013 has intro-duced the "National Evaluation System" which requires public schools to account for their performance to the community through the publication of a Social Report (SR). So far, the research that has dealt with social reporting practices in public schools is still limited. This study presents a content analysis of the SR produced by a sample of 76 Italian public schools in the first year of the adoption of the D.P.R.80/2013. The purpose is to verify the level of detail of the contents reported based on the legislation. The results show a low level of this content (around 32%) highlighting an approach to social reporting in schools limited to the mere "return of results" and typical of traditional administrative accountability logic. In these per-spectives, the work contributes to the SA literature and more specifically to the re-search streams on social reporting processes in public schools.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.