Pupil composition and accountability: An analysis in English primary schools
Lauder, Hugh Kounali, Daphne Robinson, Anthony Goldstein, Harvey
Lauder, Hugh
Kounali, Daphne
Robinson, Anthony
Goldstein, Harvey
Abstract
This paper examines the role of social class and prior achievement composition effects on pupils’ progress and the judgements made about school performance. It finds that there are small but significant compositional effects on pupil progress raising questions about how pupils can best be allocated to schools. Comparisons between the official contextual value added model and one that includes composition variables show that school rankings are significantly changed in the latter suggesting that official value added analyses are misleading. This study, therefore, poses a fundamental challenge to policy makers over the determinants of pupil progress and school performance and the way schools are judged, pointing to the need for a re-appraisal of policy relating to these matters.
Keywords
Date
2010
Type
Journal article
Journal
International Journal of Educational Research
Book
Volume
45
Issue
2-3
Page Range
49-68