an article by David Wilkinson (UCL and NIESR), Alex Bryson (UCL, NIESR and IZA) and Lucy Stokes (NIESR) published in National Institute Economic Review Volume 243 Issue 1 (February 2018)
Abstract
We explore the variation in pupil attainment at the end of secondary schooling in England.
The paper links data on all schools and all pupils within these schools to analyse the role of the school in accounting for this variation.
We analyse a number of different indicators of pupil attainment including value added between the end of primary and secondary schooling and attainment levels at the end of secondary schooling. We examine indicators that were the focus of the school accounting framework as well as other indicators that were not directly part of how schools were assessed.
We show that schools account for a minority of the variance in pupil attainment, and the extent of the variation accounted for by the school is sensitive to the measure of pupil attainment used.
In addition, we find that the majority of the explained school-level variance in attainment is related to school composition. However, most of the variance in attainment remains unexplained, raising questions about what other factors contribute to the variation in school performance.
Showing posts with label school_performance. Show all posts
Showing posts with label school_performance. Show all posts
Monday, 19 March 2018
Thursday, 27 June 2013
Does wage regulation harm kids? Evidence from English school
CMPO Working Paper 12/293 by Carol Proper (University of Bristol, Imperial College London and CEPR) and Jack Britton (University of Bristol)
Abstract
Teacher wages are commonly subject to centralised wage bargaining. This results in flat teacher wages across heterogeneous labour markets and means teacher wages will be relatively lower where local labour market wages are high.
The implication is that teacher output will be lower in high outside wage areas.
This paper investigates whether this relationship between local labour market wages and school performance exists.
We exploit the centralised wage regulation of teachers in England using data on over 3000 schools containing around 200,000 teachers who educate around half a million children per year.
We find that regulation decreases educational output. Schools add less value to their pupils in areas where the outside option for teachers is higher. This is not offset by gains in lower outside wage areas.
JEL classifications: I2, J3, J4,
Full text (PDF 33pp)
Hazel’s comment:
This is nearly a year old as a paper but was used as a base in the most recent journal from CMPO that I have just been reading! I guess I need to check the original source rather than relying on the journals. At least in this case I can.
Abstract
Teacher wages are commonly subject to centralised wage bargaining. This results in flat teacher wages across heterogeneous labour markets and means teacher wages will be relatively lower where local labour market wages are high.
The implication is that teacher output will be lower in high outside wage areas.
This paper investigates whether this relationship between local labour market wages and school performance exists.
We exploit the centralised wage regulation of teachers in England using data on over 3000 schools containing around 200,000 teachers who educate around half a million children per year.
We find that regulation decreases educational output. Schools add less value to their pupils in areas where the outside option for teachers is higher. This is not offset by gains in lower outside wage areas.
JEL classifications: I2, J3, J4,
Full text (PDF 33pp)
Hazel’s comment:
This is nearly a year old as a paper but was used as a base in the most recent journal from CMPO that I have just been reading! I guess I need to check the original source rather than relying on the journals. At least in this case I can.
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