2006 Education
SemanticScholar ID: 6384444

Re-analysing the value-added of primary schools

Publication Summary

This paper compares the official value-added scores in 2005 for all primary schools in three adjacent LEAs in England with the raw-score Key Stage 2 results for the same schools. The correlation coefficient for the rawand value-added scores of these 457 schools is around +0.75. Scatterplots show that there are no low attaining schools with average or higher value-added, and no high attaining schools with below average value-added. At least some of the remaining scatter is explained by the small size of some schools. Although some relationship between these measures is to be expected – so that schools adding considerable value would tend to have high examination outcome scores – the relationship shown is too strong for this explanation to be considered sufficient. By way of illustration, value-added analysis is intended to remove the link between a schools’ intake scores (of attainment or social background of pupils) and their raw-score outcomes at KS2. It should be an estimate of the differential progress made by pupils, assessed between schools. In fact, however, the relationship between value-added and raw scores is of the same size as the original relationship between intake scores and raw-scores that the value-added is intended to overcome. Therefore, however appealing the calculation of value-added figures is, their development is still at the stage where they are not ready to move from being a fascinating research tool to an instrument of judgement on schools. Such figures may mislead parents, governors and teachers and, even more importantly, they are being used in England by OFSTED to pre-determine the results of school inspections. © University of York ISBN: 1 85342 630 X Department of Educational Studies University of York York

CAER Authors

Avatar Image for Stephen Gorard

Prof. Stephen Gorard

University of Durham - Professor in the School of Education

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