ANDREW NOYES ANDREW.NOYES@NOTTINGHAM.AC.UK
Professor of Education
The effective mathematics department: adding value and increasing participation?
Noyes, Andrew
Authors
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 |
---|---|
Deposit Date | Dec 7, 2014 |
Journal | School Effectiveness and School Improvement |
Print ISSN | 0924-3453 |
Electronic ISSN | 0924-3453 |
Publisher | Routledge |
Peer Reviewed | Peer Reviewed |
Volume | 24 |
Issue | 1 |
DOI | https://doi.org/10.1080/09243453.2012.689145 |
Keywords | mathematics, attainment, participation, multilevel modelling |
Public URL | https://nottingham-repository.worktribe.com/output/710743 |
Publisher URL | http://www.tandfonline.com/10.1080/09243453.2012.689145 |
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.com/10.1080/09243453.2012.689145 |
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