Accountability and school differential effects
Nov 14, 2018 10:00 AM
Fin : Nov 14, 2018 01:00 PM
Emplacement Committee Room 1, UCL Institute of Education, 20 Bedford Way London WC1H 0AL
Inspection systems consider how effective a school is in determined academic subjects, such as maths and English. Yet, schools tend to be inconsistently effective when considering different outcomes, different cohorts over time, or when teaching specific groups of students (classified for example by ethnicity, previous attainment and socioeconomic status).
Some schools are particularly effective for promoting the progress of low-ability students, but not high-ability, or vice versa. Should accountability systems consider the strengths and weaknesses of each school or expect the same standards for all?
Is it enough to say ‘this school is effective’ or should be added ‘when teaching this student group or subjects’? As school effectiveness seem to be a relative rather than an absolute matter, how could this be better reflected in accountability systems? Should these differences be cherished or avoided?
Arrival, coffee and tea
Dr David Godfrey and Dr Bernie Munoz UCL Institute of Education (IOE), Centre for Educational Evaluation and Accountability
Welcome and introduction
Professor Steve Strand
University of Oxford
Do some schools narrow the gap? Differential school effectiveness revisited
Coffee and tea break
Dr George Leckie
University of Bristol
The evolution of school league table measures, differential effectiveness and accountability in England 1992-2018
Q&A and closing comments
About the speakers
- Dr David Godfrey (IOE)
- Dr Bernie Munoz (IOE)
- Professor Steve Strand (University of Oxford)
- Dr George Leckie (University of Bristol)
The event is open and free to attend. However, it does require registration and places are limited.