Abstract:The qualitative study on which this article reports explored how senior leaders, mathematics and Spanish language teachers (N = 72) in four high‐performing, high‐poverty, public secondary schools in Chile enact performance‐based accountability policies related to standardised assessments. These four public schools were selected because prior to when the study was conducted all were part of the Bicentennial Schools Programme led by the Ministry of Education from 2010 to 2014. The aim of the programme was to dev… Show more
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