Does school-to-school collaboration promote school improvement? A study of the impact of school federations on school outcomes
Does school-to-school collaboration promote school improvement? A study of the impact of school federations on school outcomes
This study adopted a quantitative methodology involving a matched sample of federated and non-federated schools and utilising multi-level modelling techniques to explore the impact of federations on student outcomes. The sample involves a total of 50 school districts and 264 schools. These are grouped into 122 Federations. 264 comparator schools were selected to match these. The study has identified six broad and sometimes overlapping categories of federations. The findings suggest there is evidence of impact on overall performance, in that while Federation and comparator schools perform similarly at baseline, Federation is positively related to performance in the years following Federation. There is evidence to suggest that impact is strongest in Performance federations. There is no relationship between Federation and inspection judgements or differential impact on students from different socio-economic settings. In conclusion, this paper reflects on the findings to discuss the key implications for future research, policy and practice.
Chapman, Chris
6cedde87-3722-45fb-9dd0-d992fa04332f
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Chapman, Chris
6cedde87-3722-45fb-9dd0-d992fa04332f
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Chapman, Chris and Muijs, Daniel
(2013)
Does school-to-school collaboration promote school improvement? A study of the impact of school federations on school outcomes.
School Effectiveness and School Improvement.
Abstract
This study adopted a quantitative methodology involving a matched sample of federated and non-federated schools and utilising multi-level modelling techniques to explore the impact of federations on student outcomes. The sample involves a total of 50 school districts and 264 schools. These are grouped into 122 Federations. 264 comparator schools were selected to match these. The study has identified six broad and sometimes overlapping categories of federations. The findings suggest there is evidence of impact on overall performance, in that while Federation and comparator schools perform similarly at baseline, Federation is positively related to performance in the years following Federation. There is evidence to suggest that impact is strongest in Performance federations. There is no relationship between Federation and inspection judgements or differential impact on students from different socio-economic settings. In conclusion, this paper reflects on the findings to discuss the key implications for future research, policy and practice.
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e-pub ahead of print date: 29 October 2013
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Local EPrints ID: 354834
URI: http://eprints.soton.ac.uk/id/eprint/354834
ISSN: 0924-3453
PURE UUID: c57f8b6e-3620-47d7-955d-40e73854ff3c
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Date deposited: 29 Jul 2013 10:15
Last modified: 14 Mar 2024 14:24
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Chris Chapman
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