Such an approach involves horizontal accountability to multiple stakeholders, including students, parents and the community, for multiple aspects of schooling based on various sources of information, including process-oriented measurements (Hooge, 2016). Since the 2014 Folkeskole reform, these reports have been required on a biannual basis. Quality reports seek to further the co-operation between local politicians, local authorities and schools and aim to contribute to transparency as they are made public. In their quality reports, municipalities must describe their schools’ quality of education, the measures the municipal board has taken to evaluate the quality of education, and the steps the municipal board has taken in response to the previous quality report. As part of the 2014 Folkeskole reform, special emphasis was put on ensuring that quality reports focus less on input factors and more on outcome information.