While underperforming schools are typically found to use the feedback from inspection visits for quality improvements, there are indications that schools labelled as achieving basic quality are often less engaged in using evaluative information to gain insights into their own challenges and plan for improvement (Dutch Inspectorate of Education, 2013). Evaluation and assessment in the Netherlands operate in a context where the majority of schools are “owned” by non-public bodies (e.g. religious or professional communities pursuing particular pedagogical philosophies) and even public schools are typically operated by semi-autonomous boards, similar to those in the nonpublic sector (see Chapter 1). As described above, the size and composition of school boards, as well as the evaluation competencies of school board members, are highly variable. In its 2011/2012 report on the State of Education in the Netherlands, the Inspectorate notes that “quality assurance is an area in which many school boards could improve” (Dutch Inspectorate of Education, 2013, p.27).