Abstract
Attempts to improve indicators of the performance of the educational system encounter three core problems: How to measure performance? How to report the results? and How to interpret the results? This paper explores these problems by comparing the U.S. experience in developing educational indicators with the experience in developing indicators of the performance of the economy in providing jobs. Central questions that run through the paper concern the extent to which the problems faced in improving indicators of the performances of the two sectors are the same, and the reasons for the differences that are present. One theme is that many of the problems in improving social indicators are generic; that is, they are not restricted to particular sectors. A second theme is that some of the problems in improving educational indicators stem from the nature of the governance of American public education, and for that reason, differ from the problems in improving economic indicators.
Get full access to this article
View all access options for this article.