Despite the growing number of researches about performance-based accountability (PBA) in education, there is still scarce evidence on the mediating role of subjective variables (e.g., perceived pressure and alignment to PBA mandates) in the enactment of PBA in socially disadvantaged contexts. This is paradoxical because marginalized schools are usually those that are on probation and have to cope with the threat of sanctions more frequently. Existing investigations on PBA enactment have put increasing attention to the role of situated and material contexts, but there is still limited knowledge on how subjective variables can mediate policy enactment processes and enable the adoption of different school responses. To address these gaps, the article aims to explore how the perceived accountability pressure, the school performative culture, and meaning-making processes at the school level are mediating the enactment of PBA policies in disadvantaged schools. At the theoretical level, the study is informed by sense-making and policy enactment frameworks. Methodologically speaking, the investigation uses a comparative case study approach based on two extreme cases, which have been selected on the basis of a factorial analysis that combines both survey and secondary data. The extreme cases represent two different scenarios, which, despite operating in similar situated contexts, are characterized by having opposite levels of perceived pressure and alignment with the performative culture. The case studies combine survey data (n = 39) with documentary analysis and semi-structured interviews with the management team and teachers (n = 7). The findings show that subjective variables, in interaction with other contextual factors, can exacerbate or inhibit PBA regulatory pressures and trigger diverging school responses.

中文翻译：

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对齐或不对齐：在弱势学校环境中制定问责制和数据使用

尽管关于教育中基于绩效的问责 (PBA) 的研究越来越多，但关于主观变量（例如，感知压力和与 PBA 要求的一致性）在社会弱势背景下 PBA 制定中的中介作用的证据仍然很少。这是自相矛盾的，因为边缘化学校通常是那些处于缓刑期并且必须更频繁地应对制裁威胁的学校。现有的关于 PBA 制定的调查越来越关注情境和物质背景的作用，但关于主观变量如何调节政策制定过程并促使采用不同的学校反应的知识仍然有限。为了解决这些差距，本文旨在探讨可感知的问责压力、学校的表现文化、学校层面的意义制定过程正在调解弱势学校 PBA 政策的制定。在理论层面，该研究以意义制定和政策制定框架为依据。从方法论上讲，调查采用基于两个极端案例的比较案例研究方法，这些案例是在结合调查和二手数据的因子分析的基础上选择的。极端案例代表了两种不同的场景，尽管它们在相似的情境中运作，但其特点是感知压力水平相反，并且与表演文化保持一致。案例研究将调查数据（n = 39）与文件分析以及与管理团队和教师（n = 7）的半结构化访谈结合起来。研究结果表明，主观变量，