This study analyses how studies on disadvantaged schools, improvement and test-based accountability relate to each other. The analysis covers 69 studies on disadvantaged schools reported in prestigious educational journals and conducted in 1995–2015. Educational policies related to evaluation and accountability define the official goals of schooling, and the aim in this article is to analyse how the chosen studies discuss these educational policies and understand school success and failure. The following questions were asked: What typologies related to test-based accountability can be constructed in research on disadvantaged schools? What understandings of good schools are embedded in the identified typologies? Disadvantaged schools are at the centre of improvement and therefore also the target of evaluative policy practices. The results show that research supports test-based accountability practices, and that critical studies on school improvement are in the minority.

中文翻译：

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弱势学校、改进与应试问责的研究圈

本研究分析了对弱势学校、改进和基于考试的问责制的研究如何相互关联。该分析涵盖了 1995-2015 年在著名教育期刊上报道的 69 项关于弱势学校的研究。与评估和问责相关的教育政策定义了学校教育的官方目标，本文的目的是分析所选研究如何讨论这些教育政策并了解学校的成功与失败。提出了以下问题：在对弱势学​​校的研究中，可以构建哪些与基于考试的问责制相关的类型学？已识别的类型中包含了对好学校的哪些理解？弱势学校处于改进的中心，因此也是评估政策实践的目标。