Nobody is going to argue that high levels of teacher stress and consequent attrition are a good way to run an education system; even if they (possibly) get ‘results’ in the short-term, their longer-term damage is both an educational and a moral hazard…
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Of course most teachers and schools are good (and the best always realise they can improve). But some aren’t; and, however much support they’re given, will never be. And they can do enormous damage….
…the government needs to use a lot more carrot and a lot less stick. A belief that you can force schools to improve leads directly to a culture where you demand that they do and punish if they don’t…Governments need to let go of the command and control model and replace it with a faith […]
We have now exchanged half a dozen articles, centring on data and accountability… can we actually agree on anything and have our views shifted in any way?
The reason the tests plus inspections model has lasted 25 years despite constant criticisms of the kind you’re making is that no one has managed to suggest a viable alternative. No Government of any political stripe is going to do anything other than tinker with the current model unless something concrete, implementable and politically viable […]
My point..is the highly detrimental effect the high accountability and data-driven regime is having on schools and on education…I’d like to look at a process that I think is particularly damaging. The process comes from the constant need for schools to show ‘progress’ and for pupils to take a childhood-ignoring upward path to ever greater […]
As I suspected you do see the fairly obvious benefits of publishing and collecting data. Your real concern – shared by plenty of others – is how the data is used by Government for the purposes of accountability…But the right question isn’t “does accountability have any negative effects” but “do the positive effects of accountability […]
I completely agree that all schools should use data to improve their teaching and learning – this is absolutely vital…I haven’t met many educationalists who don’t think schools should generate data; it seems the main focus of disagreement is what to do with it.
Some fairly blunt policies, like floor targets, have been used to drive change at the bottom end but data has led to better things across the board…I don’t know of any truly outstanding school that doesn’t use data about pupils well. It allows them to target resources on those that need them the most. Doing […]
The current education system has an overload of numbers. Everywhere you turn, there they are: from the percentage of passes at GCSEs, to SATs results, to Ofsted grades, to PISA scores, it just goes on and on. The amount of numerical data published on each school is mind blowing, if not mind numbing….I have a […]