| Abstract: | Conclusion This paper has mostly focused on the performance of schools in terms of examination and test results. On their own, such results
are insufficient for proper judgements about schools’ performance. Other pupil outcomes such as pupil attendance, capacity
for independent learning, attitudes towards school and learning, behaviour and selfconcept are also important. School effectiveness
research aims to investigate a broad range of educational outcomes. Examples of this approach are provided by the Junior School
Project (Mortimore et al., 1988), the Lancashire project (Thomas & Mortimore, 1996) and the ISEP in Scotland (MacBeath & Mortimore,
1994) which involves collecting pupil, teacher and parent attitude data in addition to academic outcomes. Nevertheless, the
main performance indicator for schools continues to be how successful they are at ensuring that as many pupils as possible
achieve their full academic potential.
Original language: English
Sally Thomas (United Kingdom)
Sally Thomas (United Kingdom)
This research paper was completed via a grant awarded by the United Kingdom Economic and Social Science Research Council.
I am very grateful for the helpful comments of my colleagues Louise Stoll, Pam Sammons, Harvey Goldstein and Hillary Street
on a previous version of this paper. |
