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Wilson D, Croxson B and Atkinson A, (2004)
‘What gets measured gets done: headteachers’ responses
to English secondary school performance measures’
CMPO Working Paper 04/107, CMPO, University of Bristol
- Reports the results of an interview-based study of 21 secondary school
headteachers., attempting to ascertain their perceptions of league tables,
and how they believe this affects their behaviour.
Key results:
- 18 out of 21 respondents identified the ‘percent of children
obtaining 5 GCSE’s of grade C or above’ as the indicator
on which they focused.
- In the words of one respondent: ‘… it’s
the silliest measure anybody ever came up with, but it’s totally
engrained on the public psyche, isn’t it?’.
- Eight headteachers
admitted to targeting resources at the C/D borderline in order to
improve their league table standing on this measure – using
e.g. Saturday revision classes, mentoring, or entering borderline
students for GNVQs instead of GCSEs.
- Six headteachers stated that they deliberately didn’t follow
such a strategy.
- Most headteachers were aware
of their school’s position in
the league tables.
- There was a general consensus that the move towards
value-added performance measures was a positive step, albeit with
many caveats
regarding the current form such measures take.
- However over half
did not think parents would engage with the new measures in the
short to medium term, partly because of the
complexity
of the measures themselves, and partly because of the wide range
of indicators already available.
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