Utilising value-added progress data in the context of Every Child Matters

Downey, Chris and Kelly, Anthony (2008) Utilising value-added progress data in the context of Every Child Matters. In, ICSEI 2008: International Congress for School Effectiveness and Improvement, Auckland, New Zealand, 06 - 09 Jan 2008. 20pp.


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According to the Department for Children, Schools and Families “there can be no school standards without Every Child Matters – and no Every Child Matters without school standards”. Our Knowledge Transfer Partnership (KTP) with Dorset Local Authority School Improvement Service is investigating the use of value-added progress data to support initiatives to raise educational outcomes for student groups that may previously have ‘fallen under the radar’ of the traditional threshold measures used to evaluate school effectiveness. National value-added data, such as those provided by the UK Government and the Fischer Family Trust have been combined with district and school level datasets, such as attendance and school exclusions, with the aim of providing early identification of students who might benefit from school level intervention programmes. The blend of data reflects the way the KTP Associate has been able to collaborate with colleagues at national, district and school levels to both inform and implement the project.

Item Type: Conference or Workshop Item (Lecture)
Keywords: value-added, cva, school effectiveness, every child matters, school improvement, accountability
Subjects: L Education > LB Theory and practice of education
H Social Sciences > HN Social history and conditions. Social problems. Social reform
J Political Science > JA Political science (General)
Divisions : University Structure - Pre August 2011 > School of Education > Leadership, School Improvement and Effectiveness
ePrint ID: 63215
Accepted Date and Publication Date:
9 January 2008Delivered
Date Deposited: 23 Sep 2008
Last Modified: 31 Mar 2016 12:47
URI: http://eprints.soton.ac.uk/id/eprint/63215

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