Accountability and school differential effects
10:00 am to 1:00 pm, 14 November 2018
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.
- Sold out
Dr Bernardita Munoz Chereau
Committee Room 1UCL Institute of Education20 Bedford WayLondonWC1H 0ALUnited Kingdom
Inconsistency is often seen in 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?
Watch talks from the seminar.
Do some schools narrow the gap? Differential school effectiveness revisited
Professor Steve Strand (University of Oxford)
Should the Government modify Progress 8 to account for school intake differences in pupil background?
Dr George Leckie (University of Bristol)
Programme and resources
|10-10:15am||Arrival, coffee and tea|
|10:15-10:30am||Dr David Godfrey and Dr Bernie Munoz UCL Institute of Education (IOE), Centre for Educational Evaluation and Accountability|
Welcome and introduction
Professor Steve Strand
|11:30-11:45am||Coffee and tea break|
Dr George Leckie
|12:30-1pm||Q&A and closing comments|