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1.
Pupil mobility,attainment and progress in primary school 总被引：1，自引：0，他引：1
《British Educational Research Journal》2006,32(4):551-568
This article presents an analysis of the association between pupil mobility and educational attainment in the 2002 national end of Key Stage 2 (KS2) tests for 11‐year‐old pupils in an inner London education authority. The results show that pupil mobility is strongly associated with low attainment in the end of key stage tests. However, the negative association with pupil mobility is reduced by half when account is taken of other pupil background factors known to be related to educational attainment (such as special educational need and socio‐economic disadvantage), and is eliminated entirely when account is also taken of pupils' prior attainment as indicated by end of KS1 test scores at age 7. Thus there is no indication that changing school has a negative impact on educational progress during primary school. Pupils who join their school during KS2 from other schools in England are more likely to be ‘at risk’ of low attainment due to higher levels of socio‐economic disadvantage, a greater need for support in relation to English as an additional language, a higher incidence and greater severity of special educational needs and pre‐existing low attainment at the end of KS1. A key factor in understanding the relationship between mobility and attainment is the reason for mobility. One‐third of mobile pupils had arrived from schools outside of England, often as refugees, asylum seekers or economic migrants, and these pupils accounted for the major part of the effect ascribed to ‘pupil mobility’. The low attainment of these pupils is the result not of ‘changing school’ but of a broad range of factors including substantial cultural, educational and social adjustment. 相似文献
2.
There has been relatively little empirical research on the impact of stage of fluency in English of bilingual pupils. However, this issue is increasingly important given growth in the bilingual school population in England of over one‐third between 1997 and 2004 to around 10% of the school population. This study evaluates the relationship between stage of English fluency and performance in public examinations at age 16 for all pupils within an inner London local education authority. Two methodological approaches are used to study the associations. The first looks at the context and the trend data for the case‐study local authority (LEA) in terms of languages spoken and the performance of bilingual pupils in schools. This is followed by a detailed statistical regression analysis to isolate the unique association between level of fluency in English and pupils' performance at age 16, after controlling for the effect of a range of other pupil and school background factors. The results confirm a strong relationship between stage of fluency in English and educational attainment, with the performance of bilingual pupils increasing as measured stage of fluency in English increases. Pupils in the early stages of fluency perform at very low levels, while bilingual pupils who are fully fluent in English perform better, on average, than English‐only speakers. However, the latter results are not due to bilingualism per se since the difference is no longer statistically significant after controlling for other measured pupil background variables. All EAL (English as an Additional Language) pupils make better than expected progress over the two years between age 14 and age 16. The final section questions the appropriateness of the Qualification and Curriculum Authority's (QCA) approach to the assessment of bilingual pupils, which contrasts with the local authority's good practice. Based on the findings of this study, we argue that there is a need to develop a national assessment strategy that better meets the needs of bilingual learners. The policy implications for national and local government and for school improvement practitioners are reviewed. 相似文献
3.
This paper analyses the national key stage 2 test results for 2300 11‐year‐old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1–3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English achieved significantly higher scores in all KS2 tests than their monolingual peers. The negative association with attainment for the early stages of fluency remained significant after controls for a range of other pupil characteristics, including age, gender, free school meal entitlement, stage of special educational need and ethnic group, although these factors effectively explained the higher attainment of the ‘fully fluent’ group. We conclude that EAL is not itself a good guide to levels of attainment, and a measure of stage of English fluency is necessary to interpret associations with test performance. Alternative measures which focus only on the very early stages of English proficiency, such as the QCA ‘language in common’ steps, are inadequate to assess the impact of bilingualism for all but the very earliest learners of English. Given the uneven distribution of EAL pupils across the country, those schools and local education authorities with high concentrations of pupils in the early stages of learning English are likely to be adversely affected in school achievement and attainment tables. The policy implications for national data collection and for the use of such data are considered. 相似文献
4.
Feyisa Demie 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):197-215
One of the problems facing education policy-makers is how to raise achievement in schools. Improving schools and raising achievement requires, at the very least, an understanding of the factors influencing performance in schools. Previous research has looked at a number of factors, including quality of teaching and learning, patterns of resource use, gender, ethnicity, social class and socio-economic background in schools, but there has been little empirical research into the effect of pupil mobility on school performance. Pupil mobility in schools also has implications for many important policy areas, such as school funding, target-setting and league tables, and yet it is only just beginning to be recognized as an important policy issue. This paper examines the relationship between pupil mobility and educational achievement in an inner city LEA. The performance of three cohorts of pupils at key stages 2 and 3 and GCSE are analysed by the mobility factor to illustrate the effect of pupil mobility on educational attainment. This is followed by a discussion of the causes of pupil mobility in schools and strategies adopted by schools to address mobility problems. The final section of the paper addresses the implications of the empirical evidence for school improvement strategies and funding allocations. 相似文献
5.
In the UK, USA and elsewhere, school accountability systems increasingly compare schools using value-added measures of school performance derived from pupil scores in high-stakes standardised tests. Rather than naïvely comparing school average scores, which largely reflect school intake differences in prior attainment, these measures attempt to compare the average progress or improvement pupils make during a year or phase of schooling. Schools, however, also differ in terms of their pupil demographic and socioeconomic characteristics and these factors also predict why some schools subsequently score higher than others. Many therefore argue that value-added measures unadjusted for pupil background are biased in favour of schools with more ‘educationally advantaged’ intakes. But others worry that adjusting for pupil background entrenches socioeconomic inequities and excuses low-performing schools. In this article we explore these theoretical arguments and their practical importance in the context of the ‘Progress 8’ secondary school accountability system in England, which has chosen to ignore pupil background. We reveal how the reported low or high performance of many schools changes dramatically once adjustments are made for pupil background, and these changes also affect the reported differential performances of regions and of different school types. We conclude that accountability systems which choose to ignore pupil background are likely to reward and punish the wrong schools and this will likely have detrimental effects on pupil learning. These findings, especially when coupled with more general concerns surrounding high-stakes testing and school value-added models, raise serious doubts about their use in school accountability systems. 相似文献
6.
7.
Steve Strand 《British Educational Research Journal》2012,38(1):75-101
A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British–Black Caribbean achievement gap at age 14 which cannot be accounted for by socio‐economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics and science tests at age 14. Each tier gives access to a limited range of outcomes with the highest test outcomes achievable only if students are entered by their teachers to the higher tiers. The results indicate that Black Caribbean students are systematically under‐represented in entry to the higher tiers relative to their White British peers. This gap persists after controls for prior attainment, socio‐economic variables and a wide range of pupil, family, school and neighbourhood factors. Differential entry to test tiers provides a window on teacher expectation effects which may contribute to the achievement gap. 相似文献
8.
There has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced Level (A-level) in a particular year. Each factor of interest was entered into a separate model, while accounting for prior attainment and gender (both well-known predictors of A-level uptake). We found that factors associated with greater probability of uptake included better attainment in physics (or combined science) and maths qualifications at age 16 in comparison to other subjects, and (for girls only) attending an independent or grammar school. While it is difficult to address these factors directly, the results imply that more needs to be done to improve relative performance at General Certificate of Secondary Education, perhaps by increasing the supply of specialist physics teachers at this level and to overcome the perception (especially among girls) that physics is a particularly difficult subject. 相似文献
9.
Continuity of School Effects: A Longitudinal Analysis of Primary and Secondary School Effects on GCSE Performance 总被引：1，自引：0，他引：1
Pamela Sammons Desmond Nuttall Peter Cuttance Sally Thomas 《School Effectiveness & School Improvement》2013,24(4):285-307
Multilevel analyses of students' GCSE examination results (taken at age 16) are used to investigate both primary and secondary school effects on students' total performance scores and the issue of continuity of schools' effects over time. Follow‐up data for the Inner London Education Authority's Junior School Project sample, including attainment at secondary transfer (age 11) and at GCSE and details concerning students' background characteristics are analysed. Significant school effects at both primary and secondary level and small but significant continuing effects of primary schools on later GCSE attainment are identified. The theoretical and practical significance of the results are discussed. 相似文献
10.
《British Educational Research Journal》2003,29(4):561-582
The impact of selective education systems on pupil performance has long been a contentious issue, but the advent of national value‐added datasets linking performance across key stages for the majority of pupils in England has enabled detailed analysis to throw some light on the issues. The main finding has been a distinct difference in Key Stage 3 test levels for pupils on the ‘borderline’ between grammar school and secondary modern school, even when prior attainment is taken into account. Possible explanations for this apparent ‘grammar school effect’ are discussed. 相似文献
11.
《British Educational Research Journal》2003,29(5):749-765
Abstract The last 20 years have seen the development of sophisticated techniques for analysing individual data within a hierarchical context and the growing availability of good datasets to which these techniques can be applied. The modelling of pupil performance controlling for prior attainment has led to a type of analysis commonly titled ‘value‐added’. Concern for school factors which affect pupil progress has given rise to ‘school effectiveness’ research. This article outlines the history of these linked movements, mainly with reference to England and Wales, but developments in other countries are also outlined. It discusses some of the objections that have been raised, and comments on possible future directions. 相似文献
12.
The prevalence of ‘pre-service’ or ‘trainee’ teachers in schools is rising in England, driven by the expansion of school-led routes to qualified teacher status and increasing demand for newly qualified teachers. This may have important implications for schools, which have historically been concerned with the impact of trainee teachers on their pupils’ attainment. There are, however, confounding factors which affect both the decision to host a trainee teacher and pupil attainment. We empirically model the impact of trainee teachers on contemporaneous pupil attainment in ‘high-stakes’ exams, exploiting unique data combining national administrative data on pupil test scores with a survey of schools’ involvement with initial teacher training over multiple academic years. We use school fixed effects to account for time-invariant school factors which may determine both schools’ teacher training decisions and pupil attainment. Counter to schools’ concerns, we find that pupil attainment in high-stakes assessments, on average, is not significantly affected by the number of trainee teachers. This is an important empirical finding, as it suggests that the rapid expansion of school-led teacher training is not likely to have a detrimental effect on pupil attainment in England, conditional on the set of schools that choose to engage with initial teacher training remaining similar: trainee teachers may still affect pupil attainment in schools that do not currently participate in initial teacher training, as these schools are typically more constrained. 相似文献
13.
This paper examines the causes of pupil mobility and good practice in schools to address mobility issues. Pupil mobility is defined as ‘a child joining or leaving school at a point other than the normal age at which children start or finish their education at that school’. The first part draws upon evidence of a survey, which explores the views of headteachers on the nature and causes of pupil mobility in schools and the priority they give to addressing pupil mobility issues in their schools. It examines the cause of mobility in schools in the context of mobile groups. This is followed by the challenges for managing mobility and strategies to address pupil mobility in schools. The second part of the paper outlines successful strategies that minimize the effects of mobility in schools. Evidence is drawn from case‐study research and focuses on the school systems, pastoral care and access to learning which combine to support the induction, assessment and monitoring of newly arrived pupils in school and effective use of data for self‐evaluation. Examples of flexible curriculum organization, innovative approaches to additional support and effective administrative procedures are drawn upon. Evidence reflects the views of a range of school staff, parents/carers and pupils in the case‐study school, as well as the judgements of senior researchers. Policy implications for government and for all concerned with school performance are highlighted, as well as many practical suggestions for raising achievement of mobile pupils 相似文献
14.
David W. Putwain Anthony L. Daly Suzanne Chamberlain Shireen Sadreddini 《教育心理学》2016,36(10):1807-1825
This study explores the relationship between students’ self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised 325 English students in their final year of secondary school preparing for high-stakes examinations. While controlling for prior attainment and gender, higher worry predicted lower examinations scores. This was partially mediated by less use of effective pre-exam coping strategies. Academic buoyancy moderated the indirect relationship such that the indirect negative relationship from worry to examination performance was stronger when academic buoyancy was lower. The paper concludes that providing in-school training in task-focus and orientation and how to withstand academic pressures may help to ameliorate the influence of performance-interfering worries, and potentially enhance performance among students inclined to worry about examinations. 相似文献
15.
I. P. Schagen 《Educational studies》1990,16(1):61-73
Multilevel models allow data to be analysed which are hierarchical in nature; in particular, data which have been collected on pupils grouped into schools. Some of the associated variables may be measured at the pupil level, and others at the school level. The use of multilevel models produces estimates of variances between schools and pupils, as well as the effects of background variables in reducing or explaining these variances. One data set which has been analysed relates to the national surveys of mathematics carried out in England, Wales and Northern Ireland. In this case the basic unit of analysis was a pupil's performance in a group of items within one of 12 sub‐categories of maths. Each pupil tackled two such item groups (or sub‐tests) and thus a three‐level model was required, with the levels representing sub‐tests, pupils and schools. A number of background variables at both pupil and school levels were also measured, and interesting results were obtained when a multilevel model was fitted. The program used was a version of one developed by Professor H. Goldstein. A quite different data set related to pupils’ responses to a questionnaire survey about their reactions to their current course of study. The dependent variable was a measure of pupils’ satisfaction with the course derived from their responses, and other pupil level variables were also derived, relating to their school experiences and personal attributes. School level variables such as size and type of school were obtained from a schools data base. The program Hierarchical Linear Model (HLM) was used to model these data, using only two levels. The two multilevel program used have different strengths and capabilities, but are related in terms of the kinds of models that can be fitted. Such models can lead to greater insights into the relationships between school and pupil level variables, and their influence on pupil results or attitudes. 相似文献
16.
Children with special educational needs (SEN) are known to experience lower average educational attainment than other children during their school years. But we have less insight into how far their poorer educational outcomes stem from their original starting points or from failure to progress during school. The extent to which early identification with SEN delivers support that enables children who are struggling academically to make appropriate progress is subject to debate. This is complicated by the fact that children with SEN are more likely to be growing up in disadvantaged families and face greater levels of behavioural and peer problems, factors which themselves impact attainment and progress through school. In this paper, we evaluate the academic progress of children with SEN in England, drawing on a large‐scale nationally representative longitudinal UK study, the Millennium Cohort Study, linked to administrative records of pupil attainment. Controlling for key child, family and environmental factors, and using the SEN categories employed at the time of data collection, we first establish that children identified with SEN in 2008, when they were age 7, had been assessed with lower academic competence when they started school. We evaluate their progress between ages 5–7 and 7–11. We found that children identified with SEN at age 7 tended to be those who had made less progress between ages 5 and 7 than their comparable peers. However, children with SEN continued to make less progress than their similarly able peers between ages 7 and 11. Implications are discussed. 相似文献
17.
《British Educational Research Journal》2006,32(2):209-225
This article describes a longitudinal analysis of a nationally representative cohort of over 80,000 pupils in England who completed both national end of Key Stage 2 (KS2) tests and the Cognitive Abilities Test (CAT) at age 11 in 1997, national end of Key Stage 3 (KS3) tests at age 14 in summer 2000 and General Certificate of Secondary Education (GCSE) and other public examinations at age 16 in summer 2002. The CAT had significantly higher correlations with subsequent KS3 and GCSE outcomes than did KS2 test points scores. However, multiple regression analyses indicated that a combination of CAT and KS2 test scores gave the best prediction of future KS3\GCSE outcomes. The article argues that measures of both pupils' general transferable learning abilities, and measures of specific curricular attainments at the end of primary school have unique and distinct value at the start of the secondary phase. The article discusses some practical ways in which the different types of assessment data can be used within the secondary school. 相似文献
18.
By taking both pupils’ and teachers’ actions as the point of departure, this study aimed to understand governance within a primary school classroom. Video footage was recorded in an English primary school in which mathematics happened to be the focus. This data was analysed to identify the directions of both governance and self-governance and to help understand the consequences for pupil and teacher subjectivities. Our findings revealed the central role of national testing and inspection policy in constituting staff as ‘evidence hunters’ and pupils as ‘confessant and unafraid producers of evidence’. Both staff and pupils were complicit in creating sufficient space for everyone to fulfil their obligation to be accountable to the school’s senior leadership team (SLT), school inspectors and national attainment tests. As a consequence, mathematical knowing was simplified into a discipline of reproducing testable calculation, in which other possibilities of mathematical knowing were foreclosed. 相似文献
19.
Emer Smyth 《School Effectiveness & School Improvement》2013,24(4):480-502
This article assesses whether second-level schools in Ireland, typically covering pupils 12 to 18 years of age, are equally effective in relation to three different outcomes: examination performance, absenteeism and potential drop-out among pupils. The article uses data from a large-scale survey of second-level pupils in 116 schools in Ireland. Analysis is restricted to one cohort: pupils aged 15-16 years who took a nationally standardised examination, the Junior Certificate, in 1994. Multivariate multi-level modelling techniques are used to assess the impact of pupil background and schooling factors on overall examination performance, on absenteeism levels and on intentions to leave school after the exam. Some consistency is found among these different dimensions of school effectiveness: pupil absenteeism and potential drop-out rates are lower in schools which enhance academic progress among pupils. These outcomes are associated with more positive teacher-pupil relations and a more positive academic climate within the school. 相似文献
20.
Lani Florian Martyn Rouse Kristine Black-Hawkins Stephen Jull 《British Journal of Special Education》2004,31(3):115-121
Recent developments in the Department for Education and Skills (DfES) have produced a national pupil database (NPD) that contains information about the attainments of individual pupils. Every child in the country has been allocated a unique pupil number (UPN), which means that the academic progress of individuals can be tracked over time. It is possible to combine data on attainment with the demographic information which is obtained from the pupil level annual schools census (PLASC). These innovations make it possible to combine 'value added' information about pupil progress from one key stage of education to the next with data from the PLASC, which contains pupil background information, to produce a single matched data set. Thus the NPD and the PLASC are able to provide much of the necessary information to explore issues of individual pupil performance over their school careers. Notably, more specific information about the academic achievement of pupils who are described as having 'special educational needs' is now available. Lani Florian, lecturer in inclusion and special educational needs, Martyn Rouse, senior lecturer in inclusion and special educational needs, Kristine Black-Hawkins, senior research associate, and Stephen Jull, research associate, are all based at the University of Cambridge Faculty of Education. In this article, drawing on their work in the 'Inclusion and Achievement Project', they explore the problems and possibilities for researching issues of pupil achievement and inclusion through the use of these new national data sets. 相似文献