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Investigating expected progress in mathematics in an English secondary school. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 48-53 (2015).
Summary: England is notorious for its high stakes performativity culture and a school inspection regime that strikes fear and dread into the heart of many teachers and school leaders. A key driver in any school inspection is academic outcomes (exam results) and, more recently, progress. Children are tested at the end of primary schooling (age 11) and awarded a level, level 4 is the national expectation. Secondary schools are expected to secure three levels of progress for all learners by the end of the subsequent five years of schooling. Children who achieve level 4 at the end of primary are expected to progress to achieve GCSE grade C which has been matched to level 7. Drawing on data for two cohorts of students from a school in a relatively deprived area of the country, this research found that three levels of progress was unlikely to be achieved by students who failed to meet the national expectations at the end of primary, and was probably insufficiently challenging for students who had exceeded national expectations at the end of primary. Only prior attainment, eligibility for free school meals and being on the school’s SEN register were found to produce statistically significant progress outcomes.
Classification: B20 D60
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