Niemann, DennisDennisNiemannHartong, SigridSigridHartongMartens, KerstinKerstinMartens2023-04-142023-04-142018-10-091476-7732https://media.suub.uni-bremen.de/handle/elib/682310.26092/elib/2162By comparing two federal education systems, namely Germany and the U.S., and their reactions to PISA we show how international, large-scale student assessments (ILSA) have been used by national stakeholders to gain leverage for legitimising or de-legitimising policy reforms in education. From a neo-institutionalist perspective we argue that country-specific path-dependencies and policy legacies, such as different systems of power devolution, testing traditions and also nongovernmental actor influence, additionally moderate the impact of ILSA.enCC BY-NC 4.0 (Attribution-NonCommercial)https://creativecommons.org/licenses/by-nc/4.0/OECDPISAneoinstitutionalismGermanyU.S.path-dependency300Artikel/Aufsatzurn:nbn:de:gbv:46-elib68234