breaking the link between attainment and deprivation edinburgh, june 5 th 2015 sue ellis,...
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Breaking the link between attainment and deprivation
Edinburgh, June 5th 2015
Sue Ellis, Strathclyde University
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Average school-leaver attainment by area deprivation in Scotland
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Poverty: Scotland’s Landscape
We need to take account of:The geography of poverty in Scotland• Almost two thirds of pupils in poverty attend
schools serving relatively affluent neighbourhoods• The attainment gap exists within every school -
must be addressed by every school
The policy climate/process in Scotland• Devolved, premised on a single outcome, on
difference and on teacher professional judgement
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What matters for teaching and learning?
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Data can:•show which groups are served well/not well by the system, identify disproportionate impacts & possible issues•help professionals identify and explore aspects of pupil performance that matter for progress •prompt conversations about possible ways forward for individuals/groups & systems; help determine goals and monitor progress
Useful Data, Well Used …
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Useful data, well used
It can also:
•foster a culture of inquiry•ground creative teaching/ potential solutions in clear evidence & a theory of change•aid communication within an organisation•identify local examples of highly effective practice, so that all can learn from them.
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What to avoid: the dangers of high-stakes data • Enforces, centralised, unresponsive policy
implementations• Skews delivery priorities towards narrow, skills based
curricula targets and groups• De-professionalizes teachers & alienates the best –
loss of agency• Puts children under pressure• Diverts resources to admin/compliance systems• Polarises the system - less equity (‘sink/star’ schools)• Quickly becomes unreliable - Norfolk, Philadelphia,
Atlanta….
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What Sort of Data is Useful?
• Reliable • Cost efficient• Experiences & beliefs within the system• Attainment on key aspects that matter for
progress, not general levels• Quick and easy to administer/analyse• Locally marked and owned
Criterion referenced –tends to skew attention to atomistic criteria – although proxy-measures
Standardised – allows comparisons across groups and over time
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What matters are the conversations that spring from data…
Timing, implementation & knowledge - creating narratives of good data use
• Mobilize teacher knowledge & know-how • linked to the data• timely arrival, alongside the data • fostering a policy of recognition - categories that may need help /
what may work –prof. narratives
• Local Control - school/ teacher decisions from a central bank
• WHAT data• WHEN useful • HOW used to enhance teaching and learning
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A self-improving system
• robust professional knowledge• Grounded conversations that embrace
complexity• political / media restraint & (re)education• careful implementation
A system that works in Scotland for Scotland