Effects and side effects of school inspections: A general framework

•Based on an elaborate literature study, we conclude that regarding different issues associated with the effects and side effects of inspection, the evidence provides an incoherent picture.•It has often been assumed that the effects and side effects depend on the inspection judgement, inspection characteristics, school characteristics and personal characteristics. However, the evidence base on which these assumptions rely, is rather limited.•Different research approaches have been applied in studying different (side) effects. Overall, the conceptual effect and the instrumental effect have been documented by both quantitative and qualitative studies. The impact on pupils' learning outcomes has been documented by quantitative studies. By contrast, the evidence regarding other assumed effects and side effects of inspection, as well as about explanatory features, relies predominantly on qualitative research.•An intensive scan of publications in Studies in Educational Evaluation lead to the identification of a selection of nine articles which are considered as highly relevant with regard to the topic of school inspections.

Apart from its role to ensure school accountability, most Inspectorates pursue development-oriented goals. This introduction article will first provide a theoretical background for the assumed effects and side effects of school inspections, as well as an overview of the current knowledge base, based on an elaborate literature study. It is clear that a framework is needed in order to offer a coherent and well-documented picture of the effects of inspection and of their explanatory features. Furthermore an intensive scan of each of the previous publications of Studies in Educational Evaluation was conducted in order to determine a selection of nine highly relevant articles. In the final section of this introduction, a short review of the articles included in this special issue is presented.