The evolution of school league tables in England 1992-2016: 'Contextual value-added', 'expected progress' and 'progress 8'
Since 1992, the UK Government has published so-called 'school league tables' summarising the average General Certificate of Secondary Education (GCSE) 'attainment' and 'progress' made by pupils in each state-funded secondary school in England. While the headline measure...
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| Veröffentlicht in: | British educational research journal 2017-04, Vol.43 (2), p.193-212 |
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| creator | Leckie, George Goldstein, Harvey |
| description | Since 1992, the UK Government has published so-called 'school league tables' summarising the average General Certificate of Secondary Education (GCSE) 'attainment' and 'progress' made by pupils in each state-funded secondary school in England. While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from 'value-added' (2002-2005) to 'contextual value-added' (2006-2010) to 'expected progress' (2011-2015) to 'progress 8' (2016-). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value-added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value-added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date. |
| doi_str_mv | 10.1002/berj.3264 |
| format | Article |
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While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from 'value-added' (2002-2005) to 'contextual value-added' (2006-2010) to 'expected progress' (2011-2015) to 'progress 8' (2016-). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value-added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value-added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date.</description><subject>Academic Achievement</subject><subject>Accountability</subject><subject>Achievement Rating</subject><subject>Bias</subject><subject>contextual value‐added</subject><subject>Educational Assessment</subject><subject>England</subject><subject>Error of Measurement</subject><subject>Exit Examinations</subject><subject>expected progress</subject><subject>Failure</subject><subject>Foreign Countries</subject><subject>Hunger</subject><subject>Journalism</subject><subject>Predictive Measurement</subject><subject>Predictor Variables</subject><subject>progress 8</subject><subject>Progress Monitoring</subject><subject>Ratings & rankings</subject><subject>school league tables</subject><subject>Scores</subject><subject>Secondary education</subject><subject>Secondary School Students</subject><subject>Secondary schools</subject><subject>Statistical Significance</subject><subject>Success</subject><subject>United Kingdom</subject><subject>Value Added Models</subject><issn>0141-1926</issn><issn>1469-3518</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><recordid>eNp1kVFrFDEQx4NY8Kw--AGEgA-r4LaZJJdsfNPj1JZCQerzkktmr3ukmzPZra2f3iynBYU-hSG_-c0Mf0JeATsBxvjpBtPuRHAln5AFSGVqsYTmKVkwkFCD4eoZeZ7zjjGmGmUW5NfVNVK8jWEa-zjQ2NHsrmMMNKDdTkhHuwmYaT_Q9bANdvAUjOE1Z6A-0GoVhxHvxskGemvDhLX1Hn31nlZ4t0c3oqf7FLcJc67o3Fz9LWlTvSBHnQ0ZX_55j8n3z-ur1df64vLL2erjRe0kM7LmHTjDtUbcaPSs8XbpeMc6X0oOjTHl7I23XoNZdqKxQmvWOOu0s0pLr8QxeXvwltk_Jsxje9Nnh6Fcg3HKbXGAlKAYFPTNf-guTmko2xWqEQY406xQ7w6USzHnhF27T_2NTfctsHZOoZ1TaOcUCvv6wGLq3QO3PgcQiqvZdXr4_9kHvH9c1H5afzv_17jLY0wPHVKapWy4EL8Bi7eaKw</recordid><startdate>20170401</startdate><enddate>20170401</enddate><creator>Leckie, George</creator><creator>Goldstein, Harvey</creator><general>John Wiley & Sons Ltd</general><general>Wiley-Blackwell</general><general>Blackwell Publishing Ltd</general><scope>24P</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>20170401</creationdate><title>The evolution of school league tables in England 1992-2016: 'Contextual value-added', 'expected progress' and 'progress 8'</title><author>Leckie, George ; Goldstein, Harvey</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4094-2f1c9277eeb7ed08da5c2f0fdb7e21899002bdad7195f38a37708cac7ca674d63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Academic Achievement</topic><topic>Accountability</topic><topic>Achievement Rating</topic><topic>Bias</topic><topic>contextual value‐added</topic><topic>Educational Assessment</topic><topic>England</topic><topic>Error of Measurement</topic><topic>Exit Examinations</topic><topic>expected progress</topic><topic>Failure</topic><topic>Foreign Countries</topic><topic>Hunger</topic><topic>Journalism</topic><topic>Predictive Measurement</topic><topic>Predictor Variables</topic><topic>progress 8</topic><topic>Progress Monitoring</topic><topic>Ratings & rankings</topic><topic>school league tables</topic><topic>Scores</topic><topic>Secondary education</topic><topic>Secondary School Students</topic><topic>Secondary schools</topic><topic>Statistical Significance</topic><topic>Success</topic><topic>United Kingdom</topic><topic>Value Added Models</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Leckie, George</creatorcontrib><creatorcontrib>Goldstein, Harvey</creatorcontrib><collection>Wiley Online Library Open Access</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>British educational research journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Leckie, George</au><au>Goldstein, Harvey</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1136260</ericid><atitle>The evolution of school league tables in England 1992-2016: 'Contextual value-added', 'expected progress' and 'progress 8'</atitle><jtitle>British educational research journal</jtitle><date>2017-04-01</date><risdate>2017</risdate><volume>43</volume><issue>2</issue><spage>193</spage><epage>212</epage><pages>193-212</pages><issn>0141-1926</issn><eissn>1469-3518</eissn><coden>BERJEL</coden><abstract>Since 1992, the UK Government has published so-called 'school league tables' summarising the average General Certificate of Secondary Education (GCSE) 'attainment' and 'progress' made by pupils in each state-funded secondary school in England. While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from 'value-added' (2002-2005) to 'contextual value-added' (2006-2010) to 'expected progress' (2011-2015) to 'progress 8' (2016-). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value-added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value-added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date.</abstract><cop>London</cop><pub>John Wiley & Sons Ltd</pub><doi>10.1002/berj.3264</doi><tpages>20</tpages><oa>free_for_read</oa></addata></record> |
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| source | Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Academic Achievement Accountability Achievement Rating Bias contextual value‐added Educational Assessment England Error of Measurement Exit Examinations expected progress Failure Foreign Countries Hunger Journalism Predictive Measurement Predictor Variables progress 8 Progress Monitoring Ratings & rankings school league tables Scores Secondary education Secondary School Students Secondary schools Statistical Significance Success United Kingdom Value Added Models |
| title | The evolution of school league tables in England 1992-2016: 'Contextual value-added', 'expected progress' and 'progress 8' |
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