presentation research into ict and educational standards peter avis

Presentation Research into ICT and educational

standards

Peter Avis

Purpose

Overview of the Becta Primary Research

Summary of Secondary - work in

progress - needs debate

Summer 2000

Encouraging first

results

Schools with

better ICT

resources had

higher grades

Not due to socio-

economic factors

KS2 Science: 'Above national standards'

0%

10%

20%

30%

40%

50%

60%

70%

A*ABCDE / E*

IT Rating

Autumn 2000

Correlation not causality

Minister asked Becta to provide further

evidence for a link between ICT and

standards

Causal links

How it is used?

School ICT

Resource

School type

PupilStandards

Subject usage

Ofsted data KS2 schools

inspected in 1998/9 (2110 schools)

Data-sets

736 Good and Very good

ICT resources

153 Very GoodICT resources

Telephone survey125 very good ICT

DfEE survey ICT in

Schools 2000

(582 KS2 schools)

Internet survey 315 teachers on-line

QCA Data

KS2 pass rates for all schools

Causal chain

Schools with good ICT resources tended to have better achievement at Key

Stage 2.


Stage 2.

Good ICT - Standards?

Key Stage 2 - % Level 4 and above

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

English Maths Science

DataThe average proportion of pupils attaining Level 4 or above within each sample of schools

Poor ICT resources (n=59)

Very Good ICT resources (n=183)

Government target for English

Government target for maths

Causal chain


Continue over two years?

KS2 Maths - Level 4 or above

70%

72%

74%

76%

78%

80%

1999 2000


Stage 2 and this is seen over two years.


Stage 2 and this is seen over two years.

Schools with Good ICT resources tended to have

better standards at Key Stage 2 than schools, even when

benchmarked with schools of a similar type or management.

Schools with Good ICT resources tended to have

better standards at Key Stage 2 than schools, even when

benchmarked with schools of a similar type or management.

Causal chain



Benchmark?

Ks2 science, Benchmark group 3

75%

80%

85%

90%

95%

1999 2000

Schools that use ICT to

support a subject tended to

have better achievement in that

subject.

Schools that use ICT to

support a subject tended to

have better achievement in that

subject.

Causal chain



Benchmark?

Link to subject usage?

KS2 English

65%

70%

75%

80%

85%

substantial use ofICT

little use of ICT

Causal chainSchools with good ICT

resources and use them well tend to get better results than

schools who have good ICT but do not use them well.

Schools with good ICT resources and use them well tend to get better results than

schools who have good ICT but do not use them well.

KS2 Maths 'above national standards'

0% 20% 40% 60% 80%

good ICTresources andvery good ICT

teaching

good ICTresources and

poor ICTteaching

Link to how well used?

Causal chain

Link to other ICT variables?

Schools that make good use of ICT to improve standards have good ICT teaching, ICT ethos, pupil access, skills and attitude

to ICT.

Schools that make good use of ICT to improve standards have good ICT teaching, ICT ethos, pupil access, skills and attitude

to ICT.

Correlations between ICT factors and English standards

0 0.05 0.1 0.15 0.2

4.2.0 Pupils' attitudes and behaviour in ICT

6.1.4 Ethos for Learning

5 0 0 Assessment

5.3 Contribution of ICT to Pupils' SMSCDevelopment

5.2.2 Equality of Access to ICT resources

5.1.0 ICT Teaching

4.1.2 Progress against prior attainment inICT

6.2.1 Match of Teachers to ICT curriculum

6.1.2 Support and Monitoring of ICT

6.2.3 Professional Development of Staff

6.3.1 Efficient use of Staff in ICT

6.3.0 Efficiency in ICT

4.1.3 Progress of SEN pupils

6.3.2 Efficient use of resources andaccommodation

6.2.5 Adequacy of ICT resources

6.1.0 Leadership and Management in ICT

6.2.0 Staffing Accommodation andLearning Resources

6.1.3 ICT Development Planning

6.2.2 Match Support Staff to curriculum

6.2.4 Adequacy of ICT Accommodation

Causal chain

Schools of the future?

Schools that make good use of ICT and have very good ICT

resources reached the national targets in 1999.

Schools that make good use of ICT and have very good ICT

resources reached the national targets in 1999.

Key Stage 2 - % Level 4 or above

70%

75%

80%

85%

90%

English Maths Science

Social profile

16%

19%

45%

41%

31%

30%

6%

4%

4%

4%

0% 20% 40% 60% 80% 100%

School oftomorrow

All schoolsE

D

C

B

A/A*

Causal chain

Professional judgements?

In very good ICT schools 86% of heads believed ICT important

in raising standards, use it extensively in Maths, Science

and English.

In very good ICT schools 86% of heads believed ICT important

in raising standards, use it extensively in Maths, Science

and English.

How many hours per week on the computer?

0% 10% 20% 30% 40% 50% 60%

Less than half an hourper week

Half an hour to an hourper week

One to two hours perweek

More than two hoursper week

Positive impact on Key Stage 2 attainment

0%

20%

40%

60%

80%

100%

EnglishMathsScience

Schools of the future?

Causal chain

Research?



Benchmark?

Link to subject usage?

Professional judgements?

Schools of future?

Link to how well used?

Link to other ICT variables?

There is a set of wider research

findings that support the patterns of effect shown in

statistical and survey evidence.

There is a set of wider research findings that support the

patterns of effect shown in statistical and survey evidence.

Secondary schools

Smaller numbers - 400

against 2000 primary

Higher attainment

associated with very

good ICT

Effects at Key Stage 3

and GCSE

Sustained over two years

GCSE, 5 or more passes at grade C or above

40%

45%

50%

55%

60%

65%

70%

1999 2000

Poor ICT resources (n=35) Very Good ICT resources (n=49)

Secondary schoolsSeems to be an ICT effect at

Very Good levels but not at

lower - a threshold?:

ICT resources

PC ratio £ per pupil

Very Good = 1:7 £47

Good = 1:9 £32

Satis. = 1:10 £26

Unsatis. = 1:12 £23

Poor = 1:12 £23

KS3 performance and ICT resources

60%

65%

70%

75%

80%

english

maths

science

Benchmarking - usage

ICT difference still

occurs even if socio-

economic factors are

factored out

Similar for pupil prior

attainment

Also ICT effect bigger

when used effectively

KS3 Science

0% 20% 40% 60% 80% 100%

low socio,poor ICT

low socio,good ICT

high socio,poor ICT

high socio,good ICT

Subject Usage - IT in Schools survey

For Maths and

Science, where

schools used,

higher KS3 results

For English worse

… but ….

Ks3 attainment and use of ICT

40%

45%

50%

55%

60%

65%

70%

englishmathsscience

ICT used

ICT not used

English Usage - IT in Schools survey

For English -

differentiating

schools with high

ICT usage

Possibly for schools

with low ICT -

Word-processing =

English usage

KS3 English, and use of ICT

50%

52%

54%

56%

58%

60%

62%

64%

66%

68%

70%

1999 2000

No use in English

Use in English plus3 or fewer others

Use in English plus5 or more others

GCSE and Subject Usage - IT in Schools survey

Where Schools

used ICT

extensively across

curriculum GCSE

results

significantly

better

GCSE, 5 or more passes at grade C or above

30%

35%

40%

45%

50%

55%

60%

0-4 subjects 5-8 subjects 9+ subjects

Number of subjects supported by ICT

1999

2000

Pupil ICT skills - Ofsted data

Strongest link

with ICT skills

Correlation 0.33 (twice as high as

primary 0.17)

but based on

Ofsted judgementPoor or unsatisfactory ICT attainment (n=109)

Very Good ICT attainment (n=24

Key Stage 3, Level 5 or above

50%

60%

70%

80%

90%

englishmathsscience

Schools of Future defined as those schools

rated as 'good’ or better on: - ICT resources - Ethos - Pupil attitudes to ICT - Quality of ICT teaching - ICT skills by pupils

There were 41 secondary schools, roughly 10% of the total.

Key Stage 3, level 5 and above

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

englishmathsscience

school of thefuture

other schools

Schools of Future

Significant positive socio-economic bias

Socio-economic grade

4%

7% 26%

42%

52%

31%

15%

20% 3%

0% 20% 40% 60% 80% 100%

school of thefuture

all schools

E D C B A

Ways forward

Further work on:

School studies

1999/2000 Inspections (framework)

Debate on interpretation, policy implications - Key Stage 3 pilot

Primary and Secondary comparisons

Using value added pupil data, how ICT is organised

…..

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