Measuring equity in pupil attainment.
Public Service Review: European Science and Technology, 13
So what’s the problem?
Education policy makers have struggled to marry their measures of effectiveness with the aspiration to provide equity in schooling outcomes. Whether using raw threshold indicators, such as the percentage of pupils achieving certain examination grades, or value-added measures that take account of context (CVA), there is no metric for gauging the extent to which outcomes meet expectations of equity, though many governmental and supra-governmental organisations have defined it in terms of outcomes and in due course we can expect international studies like PISA to take it into account too.
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