This chapter examines the trajectory of research on educational accountability over the past three decades through a systematic review of 105 influential academic articles selected from the Web of Science database (1995–2024). The findings reveal a clear predominance of the performative accountability approach as the primary focus of investigations. Within this general context, published studies have evolved from analyzing the effectiveness of this mechanism toward more complex approaches that critically examine its effects on school actors, pedagogical practices, and educational equity. Additionally, there is a noticeable internationalization of the debate and a progressive theorization of accountability as a governance mechanism in education. Throughout the analyzed period, various alternative proposals have emerged—such as professional, democratic, learning opportunity–based, and mutual responsibility accountability models. However, these alternatives have not been deeply developed or consolidated compared to the volume and richness of the diagnosis and evaluation achieved regarding performative accountability.