This chapter analyzes the limitations of performative accountability models rooted in New Public Management (NPM) when applied to contexts of low state capacity, using the Honduran education system as a case study. The literature on educational accountability typically assumes a functional state capable of implementing complex governance technologies; however, this study argues that in fragile settings, neoliberal reforms exacerbate institutional weakness rather than creating technical efficiency. Through the analysis of three Civil Society Organizations (Foro Dakar Honduras, FEREMA, and ASJ), the paper illustrate how social accountability mechanisms operate “from the ground up” to challenge state inaction. Unlike performative models that prioritize standardized testing and individual sanctions, these actors focus on demanding the systemic preconditions for education, such as budget transparency, administrative regularity, and infrastructure. The findings suggest that in contexts of state fragility, accountability strategies must shift from measuring learning outcomes to enforcing state-building and institutional development, as these are necessary prerequisites for guaranteeing the right to education.