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The effective mathematics department: adding value and increasing participation?

Noyes, Andrew

Authors

Andrew Noyes andrew.noyes@nottingham.ac.uk



Abstract

Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article I develop multi-level models using datasets from the UK Department for Education’s National Pupil Database (NPD) in order to explore 1) school effects upon student progress in mathematics from age 11-16 in England, and 2) student participation in advanced level mathematics over the following two years. These analyses highlight between-school variation in the difference between mathematical and general academic progress. Furthermore, the between–school differences in post-compulsory mathematics participation are large. Importantly, there is no evidence to suggest that schools/departments with higher ‘contextual value added’ from 11-16, a key measure in government accountability processes in England, are also more effective in recruiting and retaining students in post-16 advanced mathematics courses.

Journal Article Type Article
Journal School Effectiveness and School Improvement
Print ISSN 0924-3453
Electronic ISSN 0924-3453
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 24
Issue 1
Institution Citation Noyes, A. The effective mathematics department: adding value and increasing participation?. School Effectiveness and School Improvement, 24(1), doi:10.1080/09243453.2012.689145
DOI https://doi.org/10.1080/09243453.2012.689145
Keywords mathematics, attainment, participation, multilevel modelling
Publisher URL http://www.tandfonline.com/10.1080/09243453.2012.689145
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis Group in School Effectiveness and School Improvement on 05/07/2012, available online: http://www.tandfonline....80/09243453.2012.689145

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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