Underachievement is still an ugly word: reconsidering the relative effectiveness of schools in England and Wales
Underachievement is still an ugly word: reconsidering the relative effectiveness of schools in England and Wales
复制标题
成绩不佳仍然是一个丑陋的词：重新考虑英格兰和威尔士学校的相对有效性
DOI：
--
复制
发表时间：
2000
期刊：
影响因子：
--
通讯作者：
S. Gorard
中科院分区：
文献类型：
--
作者：
S. Gorard
本文使用一个新的数据集来考虑英格兰和威尔士中学以及威尔士不同部门学校的相对有效性。有人建议说，威尔士的学生通常比英格兰的同龄人接受更差的教育，因此他们的表现不佳，但威尔士那些用威尔士语教学的学校不受这种批评的影响，现在威尔士新国民议会的政策文件中也“明文规定”了这一点。一旦考虑到当地的社会经济因素，就没有证据支持这两种观点。威尔士的学生和学校似乎和英格兰的一样好，而用英语教学的学校似乎和用威尔士语教学的学校一样好。这一发现具有重要的地区政策影响，但也是反对当前英国教育“危机解释”的更普遍论点的重要组成部分。
This paper uses a new dataset to consider the relative effectiveness of secondary schools in England and Wales, and of different sectors of schools within Wales. It has been suggested, and is now ‘enshrined’ in policy documents for the new National Assembly for Wales, that students in Wales receive poorer schooling in general than their peers in England and consequently that they underachieve, but that those schools in Wales teaching through the medium of Welsh are immune from this criticism. Once local socio-economic factors are taken into account there is no evidence for either position. Students and schools in Wales appear to do as well as those in England, while schools teaching through the medium of English appear to do as well as those teaching in Welsh. This finding has important regional policy consequences, but is also an important component of a more general argument against the current ‘crisis account’ of British education.