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 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.     

Outposts of science; the knowledge trade and the expansion of scientific community in post-Civil War America

By the second half of the nineteenth century, local and regional voluntary societies were among the most widespread, accessible, and familiar public scientific institutions in America. Collectively, they made up an institutional network that converted individuals' private interest in science into a public activity. They played an essential role in the dissemination of scientific information, the growth of a scientifically literate population, and the extension of public support for science in the decades after the Civil War. This essay delineates and maps the spread of these societies throughout the country, as well as the flow of scientific information both among societies and between a society and its regional hinterland. Using the Davenport [Iowa] Academy of Natural Sciences as an example, it demonstrates how local societies were embedded in a national scientific community and mediated between it and local scientific enthusiasts, to the benefit of both.     

Pupil composition and accountability: An analysis in English primary schools

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.     

Dynamic post-activation potentiation protocol improves rowing performance in experienced female rowers

ABSTRACT

Post-activation potentiation likely acutely improves power-based performance; however, few studies have demonstrated improved endurance performance. Forty collegiate female rowers performed isometric potentiating (ISO), dynamic potentiating (DYN) and control (CON) warm-up protocols on a rowing ergometer, followed by a three-minute all-out test to evaluate their total distance, peak power, mean power, critical power, anaerobic working capacity (W’) and stroke rate. Fifteen-second splits were also analysed. ISO consisted of 5 × 5-second static muscle actions with the ergometer handle rendered immovable with a nylon strap, while DYN consisted of 2 × 10-second all-out rowing bouts, separated by a 2-minute rest interval. The participants were divided into high and low experience groups by median experience level (3.75 years) for statistical analysis. Significant differences (DYN > CON; p < 0.05) were found for distance (+5.6 m), mean power (+5.9 W) and W’ (+1561.6 J) for more experienced rowers (n = 19) and no differences for less experienced rowers (n = 18). Mean power in DYN was significantly greater than CON and ISO in the 15–30, 30–45, 45–60 and 60–75 second intervals independent of experience level. These results suggest that DYN may benefit experienced female rowers and that these strategies might benefit a greater power output over shorter distances regardless of experience.     

Cognitive development in bilingual and monolingual lower-class children

The cognitive development of lower-class English-speaking monolingual and English-Spanishs peaking bilingual children in kindergarten, third, and sixth grades was compared by means of standard verbal and nonverbal measures. The verbal ability of bilingual children was assessed in both English and Spanish. Their scores in both languages were lower than those of monolingual children. However, the mean scores and error patterns of both groups on nonverbal measures were equivalent, suggesting that bilingual and monolingual children have comparable cognitive skills despite apparent language differences.     

Modelling Social Segregation

This paper proposes a multilevel modelling approach to the analysis of social segregation in schools. Using data on free school meal eligibility it shows that the underlying variation between schools for the period 1994-1999 has increased. It also shows that the change is greater for selective than non-selective local education authorities (LEAs). It is suggested that the approach of this paper can be applied generally to the modelling of social segregation at institution level.     

Comparing Classroom Enactments of an Inquiry Curriculum: Lessons Learned From Two Teachers

Abstract

Examining how teachers structure the activities in a unit and how they facilitate classroom discussion is important to understand how innovative technology-rich curricula work in the context of classroom instruction. This study compared 2 enactments of an inquiry curriculum, then examined students' learning outcomes in classes taught by 2 teachers. The quantitative data show that there were significant differences in the learning outcomes of students in classes of the 2 teachers. This study then examined classroom enactments by the 2 teachers to understand the differences in the learning outcomes. This research specifically focused on how teacher-led discussions (a) helped connect the activities within a curriculum unit and (b) enabled deeper conceptual understanding by helping students make connections between science concepts and principles. This study examined the role that teacher facilitation played in helping students focus on the relations between the various activities in the unit and the concepts that they were learning. The results point to important differences in the 2 enactments, helping to understand better what strategies might enable a deeper conceptual understanding of the science content.     

Teaching the Standards is Developmentally Appropriate Practice: Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching

Many early childhood practitioners in the U.S. are experiencing tension between their desire to offer students developmentally appropriate learning experiences and their obligation to teach the academic knowledge and skills mandated by their states. However, careful examination of the DAP guidelines’ definition of culturally appropriate practice reveals a significant sociopolitical dimension that has been obscured by the field’s tight focus on the sociocultural dimension. Because standards-based education is an explicit feature of the sociopolitical landscape of U. S. public education, teaching the standards is developmentally appropriate practice. Implementation of this broadened understanding of DAP adds new complexity to early childhood teachers’ work. This article offers ideas drawn from Bronfenbrenner, Vygotsky, and Dewey as sources of theoretical support and provides examples of strategic decision making—illustrated with examples drawn from Texas kindergartens—that can assist teachers in managing the curricular and instructional complexities that accompany the broadened understanding of DAP.