Professional attitudes to the use of pupil performance data in English secondary schools

This paper presents findings from an exploratory survey of teachers' perceptions, understanding, and use of pupil performance data in English secondary schools and examines the extent to which these are associated with school-level performance and a range of factors, including teachers' positions of responsibility. The survey was supplemented by a series of in-depth interviews. Use and availability of pupil performance data was found to be widespread, but classroom teachers reported significantly lower levels of use and understanding. The research also reveals a data-use hierarchy in schools, with many indicating that some data are accessible only to school leaders or provided pre-interpreted. Most teachers make regular use of their own sources of pupil data, which is seen as at least as useful as “official” data, which poses challenges for policymakers in raising levels of use and creating a “mixed economy” of sources.