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Accountability and school differential effects

10:00 am to 1:00 pm, 14 November 2018

Primary school maths

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.

Event Information

Open to

All

Availability

Sold out

Organiser

Dr Bernardita Munoz Chereau

Location

Committee Room 1
UCL Institute of Education
20 Bedford Way
London
WC1H 0AL
United 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?

Programme and resources

TimePresentation
10-10:15amArrival, coffee and tea
10:15-10:30amDr David Godfrey and Dr Bernie Munoz UCL Institute of Education (IOE), Centre for Educational Evaluation and Accountability
Welcome and introduction
10:30-11:15am

Professor Steve Strand
University of Oxford
Do some schools narrow the gap? Differential school effectiveness revisited (Paper on Wiley Online Library)

11:15-11:30amQ&A
11:30-11:45amCoffee and tea break
11:45-12:30pm

Dr George Leckie
University of Bristol
The evolution of school league table measures, differential effectiveness and accountability in England 1992-2018 (Paper on Wiley Online Library)

12:30-1pmQ&A and closing comments

Speakers

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