Secondary school accountability measures in England - their effectiveness, effects and an exploration of alternative approaches.

1992年，英国政府首次公布了英格兰各公立学校的学校绩效指标。这些构成了通常所说的学校“排名表”。这些出版物起源于1980年、1988年和1992年的《教育改革法》，其目的是在教育系统中引入国家课程、高风险考试和市场力量。反过来，这些指标为教育标准办公室（Ofsted）进行的检查提供了信息。在这些措施公布的28年历史中，已经发生了一些非常重大的变化，这些变化来自各种来源，包括资格结构的变化以及负责管理该领域的学生所期望的结果。在问责制措施的整个生命周期中，所使用的度量标准发生了很大变化，包括增值和情境化增值度量，“好”考试成绩数量的阈值度量以及从测量起点开始的预期进步水平。这些衡量标准的最新版本是a)“成就”和b)“进步”。这些指标衡量的是：a)一群学生在某一特定学科类别中的“成就”；b)这些学生在某一特定学科类别中从一个可测量的起点与英国其他学生相比的“进步”

In 1992 the UK Government first published school performance metrics for each state-funded school in England. These form what are commonly referred to as the school "league tables". These publications have their origins in the Education Reform Acts of 1980, 1988 and 1992, the aim of which was to introduce a national curriculum, high-stakes testing and market forces into the education system. In turn these metrics inform the inspections carried out by the Office for Standards in Education (Ofsted). Over the 28 year history of the publication of these measures there have been some extremely significant changes, which derive from a variety of sources, including changes to the qualification structures and the stated desired outcomes for students from those with responsibility for governing over this area. The metric used have changed considerably over the lifetime of the accountability measures to include value added and contextualised value added measures, threshold measures of numbers of 'good' examination grades and levels of expected progress from a measured starting point. The most recent iterations of these measures are a) 'Attainment 8' and b) 'Progress 8'. These measure a) the 'attainment' of a cohort of students in a specified group of subject categories and b) the 'progress' of those students from a measured starting point in that group of specified subject categories when compared with their peers across England