The Effectiveness of English Secondary Schools for Pupils of Different Ability Levels
Abstract'League table' information on school effectiveness in England generally relies on either a comparison of the average outcomes of pupils by school, e.g. mean exam scores, or on estimates of the average value added by each school. These approaches assume that the information parents and policy-makers need most to judge school effectiveness is the average achievement level or gain in a particular school. Yet schools can be differentially effective for children with differing levels of prior attainment. We present evidence on the extent of differential effectiveness in English secondary schools, and find that even the most conservative estimate suggests that around one quarter of schools in England are differentially effective for students of differing prior ability levels. This affects an even larger proportion of children as larger schools are more likely to be differentially effective.
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Bibliographic InfoPaper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 5839.
Length: 36 pages
Date of creation: Jul 2011
Date of revision:
Publication status: published in: Fiscal Studies, 2011, 32(2), 225-244
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Other versions of this item:
- Lorraine Dearden & John Micklewright & Anna Vignoles, 2011. "The Effectiveness of English Secondary Schools for Pupils of Different Ability Levels," Fiscal Studies, Institute for Fiscal Studies, vol. 32, pages 225-244, 06.
- Lorraine Dearden & John Micklewright & Anna Vignoles, 2011. "The effectiveness of English secondary schools for pupils of different ability levels," DoQSS Working Papers 11-06, Department of Quantitative Social Science - Institute of Education, University of London.
- I2 - Health, Education, and Welfare - - Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-07-27 (All new papers)
- NEP-EDU-2011-07-27 (Education)
- NEP-LAB-2011-07-27 (Labour Economics)
- NEP-URE-2011-07-27 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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"Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya,"
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Blog mentionsAs found by EconAcademics.org, the blog aggregator for Economics research:
- Are schools effective? It depends on how good you are
by kevin denny in Kevin Denny: Economics more-or-less on 2011-08-01 08:11:46
- Brendan Houng & Moshe Justman, 2013. "Comparing Least-Squares Value-Added Analysis and Student Growth Percentile Analysis for Evaluating Student Progress and Estimating School Effects," Melbourne Institute Working Paper Series wp2013n07, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
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