Measuring Pupil Attainment in English Secondary Schools: A Preliminary Analysis

The purpose of this paper is to examine patterns of attainment of boys and girls at different stages of their secondary education and to investigate factors that may affect pupil outcomes. We employ a national dataset of matched examination results, recently released by the Department for Education and Skills, which includes the results of the cohort of pupils who sat Key Stage 3 exams at age 14 in 1997 and GCSE (or equivalent) exams at age 16 in 1999. We find a consistent picture of boys underachieving relative to their female peers. This gender gap widens between the ages of 14 and 16. Grammar schools outperform comprehensives and secondary moderns for both boys and girls at both Key Stage 3 and GCSE. This is no longer the case when we consider a measure of the ‘value added’ by different school types between these two stages. For example, we find that comprehensives add more value on average than grammar schools for female pupils. The relative importance of gender and school type (here proxied by admissions policy) on pupil outcomes depends on which measure of pupil attainment we consider.education, pupil attainment, gender gap

“What Gets Measured Gets Done”: Headteachers’ Responses to the English Secondary School

English secondary schools operate within a performance management system, which includes league tables reporting school performance across a number of indicators. This paper reports the results of an interview-based study, showing that head teachers care about their school’s place in the league tables, and that they believe this system affects behaviour. The effects they identify include some unintended consequences, not necessarily related to improved overall school performance, including focusing on borderline students who can boost a pivotal indicator: the number of students gaining five A*-Cs at GCSE. This behaviour reflects, in part, the dual role played by headteachers: they are both educationalists (serving the interests of all pupils); and school marketers, concerned with promoting the school to existing and prospective parents. The behaviour is also consistent with economic theory, which predicts a focus on that which is measured, potentially at the expense of that which is important, in sectors characterised by incomplete measurement, by multiple stakeholders and containing workers with diverse objectives. We conclude that, given that performance indicators do affect behaviour, it is important to minimise unintended consequences, and we suggest the use of value-added indicators of student performance.education, performance measures

The Result of 11 Plus Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs

This paper assesses the impact of academic selection at age 11 on children in the minority of areas that still operate such a system. The answers are very clear. Overall there is little or no impact on attainment, but those educated in grammar schools do substantially better (around four grade points more than pupils with the same Key Stage 2 (KS2) points in similar, but non-selective, areas). This is equivalent to raising four GCSEs from a grade ‘C’ to a ‘B’. Other children within selective areas who do not gain a place in a grammar school are disadvantaged by a little under one grade point. In part these effects stem from the substantive under representation of poorer and special needs children in grammar schools. Only 32% of high ability children eligible for free school meals (FSM) attend grammar schools compared with 60% of non-FSM pupils. So whilst the net effect of selection is not substantive it does result in gains for those attending the grammar schools and a slight disadvantage for the rest. The paradox is that grammar schools bestow greater advantages to poor children than more affluent children, but very few make the cut.grammar schools, selective education

Evaluating the Impact of Performance-related Pay for Teachers in England.

This paper evaluates the impact of a performance-related pay scheme for teachers in England. Using teacher level data, matched with test scores and value-added, we test whether the introduction of a payment scheme based on pupil attainment increased teacher effort. Our evaluation design controls for pupil effects, school effects and teacher effects, and adopts a difference-in-difference methodology. We find that the scheme did improve test scores and value added, on average by about half a grade per pupil. We also find heterogeneity across subjects, with maths teachers showing no improvement.Incentives, teachers pay, education reform, pupil attainment

Flipping Wounds

Nurse educators need to develop more flexible approaches to learning in order to meet the needs of future healthcare workers (HEE, 2014). Using a Flipped Classroom is one such strategy. This case study explores flipped learning in this context and reflects over both the student and facilitator experiences, using a Wound Healing Tissue Repair Module for post-registration (qualified) healthcare professionals. A Problem-based/Enquiry-based learning approach was also used to aid in linking theory to practice.Evaluations from the module showed that, on the whole, students enjoyed this approach and commented positively on the online activities and EBL sessions, working and discussing practice with students from other disciplines; lecturer-student interactions; and using fictional patients to apply theory to practice. There were some areas that students felt hindered their learning. These were: the format of the module was initially seen as confusing and the amount of work that students were required to do in their own time.Reflecting over the evaluations the lessons learned from this are that facilitators need time in rethinking old models, a working knowledge of digital media, a confidence to let go of being the sage on the stage and exploring ways of encouraging students to be active learners

Learning Altruism through Stories and Action

In the course of our study on listening to stories of courage and moral choice, we noticed many examples of the way in which the stories appeared to function as a cognitive bridge, providing a vision of possibilities for caring action. We also observed that in order for these stories to promote identification with altruistic action for listeners, facilitative conditions are needed. The two facilitative conditions identified repeatedly by students and teachers were the sharing of the stories in a nurturing environment, where students felt emotionally safe, as well as an opportunity to practice helping behaviors, either inside or outside of school. These stories of connection, courage, and gratitude often elicited the question of “What can I do when faced with destruction and despair?” That question frequently revealed a wish to be a part of the connection, courage, and action inherent in these stories

Perspectives of Women as Historians: an exploration of women's learning and historical practice

This research emerged from a desire to undertake a feminist exploration of academic debates in History Theory, postgraduate studies in History and the legacy of this learning in historical practice. I have examined the development of historical consciousness, the historicised self and historical scholarship. My research acknowledges an intellectual and historic sisterhood and its associated cumulative body of feminist knowledge and practice. This thesis was centred on the stories of a group of women, with whom I studied postgraduate history at the University of New England in the early 1990s. This research process was largely shaped by feminist poststructural methodologies and incorporates interdisciplinary writings highlighting the alternate ways we can examine the past. I was interested in the ideas of a developing historical consciousness, historical scholarship and practice. The findings demonstrate the benefits of adopting a multifaceted approach to the study and practice of History. I have advocated that students of history would benefit from an early and broad immersion in history theory. I have recommended that a concerted inclusion of Postmodernism, Feminism, Materiality or Thing Theory, Place based pedagogies and Public History can evoke new and enriched questions of the past. This thesis provides a snap shot of women's learning experiences and subsequent historical practice rather than a definitive study of all students. It also recommends incorporating an interdisciplinary perspective to higher education teaching practices in History