An Analysis of the Value Added by Secondary Schools in England: Is the Value Added Indicator of Any Value?*

Taylor, Jim; Nguyen, Anh Ngoc

doi:10.1111/j.1468-0084.2006.00159.x

Cited by 23 publications

(20 citation statements)

References 25 publications

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“…There has, however, been debate over which factors should be adjusted for and the extent to which CVA measures adjust sufficiently for these (Todd & Wolpin, 2003). Despite research demonstrating that children assigned to high-VA teachers outperform children assigned to low-VA teachers (Chetty et al, 2014b), and therefore that VA can correctly identify the most able teachers, there has been criticism of the extent to which they successfully control for time-invariant factors (Taylor & Nguyen, 2006;Gorard et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Testing the validity of value‐added measures of educational progress with genetic data

Morris

Davies

Dorling

et al. 2018

British Educational Res J

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Value‐added measures of educational progress have been used by education researchers and policy‐makers to assess the performance of teachers and schools, contributing to performance‐related pay and position in school league tables. They are designed to control for all underlying differences between pupils and should therefore provide unbiased measures of school and teacher influence on pupil progress, however, their effectiveness has been questioned. We exploit genetic data from a UK birth cohort to investigate how successfully value‐added measures control for genetic differences between pupils. We use raw value‐added, contextual value‐added (which additionally controls for background characteristics) and teacher‐reported value‐added measures built from data at ages 11, 14 and 16. Sample sizes for analyses range from 4,600 to 6,518. Our findings demonstrate that genetic differences between pupils explain little variation in raw value‐added measures but explain up to 20% of the variation in contextual value‐added measures (95% CI = 6.06% to 35.71%). Value‐added measures built from teacher‐rated ability have a greater proportion of variance explained by genetic differences between pupils, with 36.3% of their cross‐sectional variation being statistically accounted for by genetics (95% CI = 22.8% to 49.8%). By contrast, a far greater proportion of variance is explained by genetic differences for raw test scores at each age of at least 47.3% (95% CI: 35.9 to 58.7). These findings provide evidence that value‐added measures of educational progress can be influenced by genetic differences between pupils, and therefore may provide a biased measure of school and teacher performance. We include a glossary of genetic terms for educational researchers interested in the use of genetic data in educational research.

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Section: Introductionmentioning

confidence: 99%

Testing the validity of value‐added measures of educational progress with genetic data

Morris

Davies

Dorling

et al. 2018

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…This is evident in a variety of ways, including through the ongoing publication of league tables comparing school results, and ever increasing demands for data at the school level, and calls for the use of this data in improvement strategies (Ozga, 2009). In part, this has manifest itself as increased attention to 'value-added' results, in spite of concerns about the validity of such values, which are not always seen as adequately accounting for influences beyond the school (Taylor & Ngoc Nguyen, 2006). There has also been an increased trend towards specialisation within schools as a means of responding to increasing market pressures.…”

Section: Introductionmentioning

confidence: 91%

Contesting continuing professional development: reflections from England

Hardy

Melville

2013

Teachers and Teaching

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This paper argues the competing ways in which continuing professional development (CPD) is currently practised in schooling settings in England is a product of the complex social conditions within which teachers work and learn, and teachers' efforts to make sense of these conditions. Specifically, the paper draws upon research into the teacher learning practices, and conditions of practice, of a group of 18 teachers from one inner-city comprehensive secondary school in the British Midlands. To make sense of competing approaches to CPD within the school, the paper analyses these teachers' experiences in light of Pierre Bourdieu's concept of social practices as contested. The research reveals competing approaches to teacher CPD in relation to the management of teachers' CPD, the focus upon improving test scores and the modes of learning in which teachers participate. The paper shows how conflicting pressures and demands in the context within which teachers work, and teachers' responses to these demands, contribute to contested practices in and across these domains, both arising from and resulting in what is described as a 'hybridised' habitus. The research gestures towards the need to cultivate conditions conducive to more educationally oriented, critical, situated and collaborative CPD. IntroductionThis paper provides insights into the nature of the continuing professional development (CPD) practices of teachers in England under current conditions. Specifically, the paper draws upon the experiences of 18 teachers from one secondary school, specialising in languages, in the British Midlands. The research presented reveals the nature of CPD practices undertaken within the school in the context of work and policy conditions currently influencing teachers in England. In this way, the paper seeks to better understand the range of teachers' professional development practices, in context, which exist within the school.The paper firstly draws upon relevant literature to outline the nature of different approaches and foci to teachers' CPD in England in recent times, revealing numerous competing and contested conditions and approaches to teachers' learning. To explore how this myriad of influences and approaches affect teachers' actual learn-

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“…It has long been recognized that a school's examination results at the end of compulsory education are ‘explained’ to a very large extent by the ability and family background of its pupils. In 2003, for example, over 75% of the variation in GCSE scores between schools was explained statistically by the score these pupils achieved in the Key Stage 2 tests taken immediately preceding entry into secondary school (Taylor and Nguyen, 2006). The raw examination results at the end of compulsory education therefore measure the performance of each school's pupils rather than the performance of the school itself .…”

Section: Iicomparing the Performance Of Pupils In Specialist And Nonmentioning

confidence: 99%

Estimating the Impact of the Specialist Schools Programme on Secondary School Examination Results in England*

Taylor

2007

Oxf Bull Econ Stat

Self Cite

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This paper investigates the impact of the specialist schools programme in England on examination performance at age 16. Two approaches are used. The first uses pupil-level data from the 2003 National Pupil Database. The second uses panel data methods and is based on time-series data for secondary schools during 1992-2003. The paper also investigates the distributional consequences of the specialist schools programme. Specialist schools perform marginally better than their non-specialist counterparts (especially in science, business studies and technology) but by much less than is indicated by previous studies. The programme does not appear to have had adverse distributional consequences. Copyright Blackwell Publishing Ltd and the Department of Economics, University of Oxford 2007.

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An Analysis of the Value Added by Secondary Schools in England: Is the Value Added Indicator of Any Value?*

Cited by 23 publications

References 25 publications

Testing the validity of value‐added measures of educational progress with genetic data

Testing the validity of value‐added measures of educational progress with genetic data

Contesting continuing professional development: reflections from England

Estimating the Impact of the Specialist Schools Programme on Secondary School Examination Results in England*

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