ePrints Repository

A case against school effectiveness

Gorard, Stephen (2009) A case against school effectiveness. British Educational Research Journal. ISSN 0141-1926 (Submitted)

Loading
PDF (202Kb)

URL of Published Version: http://www.informaworld.com/smpp/content~db=all~content=a913915454

Identification Number/DOI: 10.1080/01411920903144251

This paper considers the model of school effectiveness (SE) currently dominant in research, policy and practice in England (although the concerns it raises are international). It shows, principally through consideration of initial and propagated error, that SE results cannot be relied upon. By considering the residual difference between the predicted and obtained score for all pupils in any phase of education, SE calculations leave the results to be disproportionately made up of relative error terms. Adding contextual information confuses but does not help this situation. Having shown and illustrated the sensitivity of SE to this propagation of initial errors, and therefore why it is unworkable, the paper considers some of the reasons why SE has become dominant, outlines the damage this dominant model causes, and begins to shape alternative ways of considering what schools do.

Type of Work:Article
Date:14 August 2009 (Publication)
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:L Education (General)
Institution:University of Birmingham
Copyright Holders:Taylor and Francis
ID Code:345
Refereed:YES
Local Holdings:
Export Reference As : ASCII + BibTeX + Dublin Core + EndNote + HTML + METS + MODS + OpenURL Object + Reference Manager + Refer + RefWorks
Share this item :
QR Code for this page

Repository Staff Only: item control page