The evolution of school league tables in England 1992-2016: ‘contextual value-added’, ‘expected progress’ and ‘progress 8’
The evolution of school league tables in England 1992-2016: ‘contextual value-added’, ‘expected progress’ and ‘progress 8’
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1992-2016 年英格兰学校排行榜的演变：“背景附加值”、“预期进步”和“进步 8”
DOI：
10.1002/berj.3264
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发表时间：
2017
影响因子：
2.3
通讯作者：
H. Goldstein
中科院分区：
文献类型：
--
作者：
G. Leckie;H. Goldstein
自1992年以来，英国政府发布了所谓的“学校排行榜”，汇总了英国每所国家资助中学学生的平均普通中等教育证书(GCSE)成绩和“进步”。虽然衡量学业成绩的主要指标仍然是学生在普通中等教育证书中取得五项或更多好成绩的百分比，但衡量学校进步的主要指标已从“增值”(2002-2005)变为“背景增值”(2006-2010)、“预期进步”(2011-2015)和“进步8”(2016-)。这篇论文以批判的眼光描绘了这一演变。首先，我们描述了衡量学校进步的主要指标。第二，我们质疑政府废除背景附加值的理由。第三，我们认为，当前的预期进度指标存在根本性的设计缺陷。第四，我们考察了学校排名在背景附加值和预期进步方面的稳定性。第五，我们讨论进展8将在多大程度上解决预期进展的弱点。我们的结论是，所有这些进步指标和学校排行榜都应该比以往更普遍地受到更多的怀疑和更谨慎的解读。
Since 1992, the UK Government has published so-called ‘school league tables’ summarising the average General Certificate of Secondary Education (GCSE) ‘attainment’ and ‘progress’ made by pupils in each state-funded secondary school in England. While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from ‘value-added’ (2002–2005) to ‘contextual value-added’ (2006–2010) to ‘expected progress’ (2011–2015) to ‘progress 8’ (2016–). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value-added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value-added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date.