Standards and quality in English primary schools over time: the national evidence

2.50
HDL Handle:
http://hdl.handle.net/2428/29273
Title:
Standards and quality in English primary schools over time: the national evidence
Authors:
Tymms, Peter; Merrell, Christine
Abstract:
This survey concentrates on changes in standards and quality in English primary schools. ‘Standards’ are taken to mean the levels attained rather than the levels which are set as expected. ‘Quality’ is taken to mean a judgment about the level attained against an implicit or explicit view of what is appropriate. Levels of academic attainment (mathematics and reading) form the mainstay of work which has been carried out, and of this review, but seven separate areas are set out which form a complete structure for monitoring, of which academic attainment is just one part. Generally, mathematics and reading standards have remained fairly constant for some time although both have risen recently. Reading has risen very slightly and mathematics has risen moderately. A plea is made for a more thorough evaluation of education initiatives and their impact on standards, and for linked cost benefit analyses.
Issue Date:
Nov-2007
URI:
http://hdl.handle.net/2428/29273
Additional Links:
http://www.primaryreview.org.uk/Publications/Interimreports.html
Type:
Working Paper
Language:
en
Appears in Collections:
Cambridge/Esmee Primary Review

Full metadata record

DC FieldValueLanguage
dc.contributor.authorTymms, Peter-
dc.contributor.authorMerrell, Christine-
dc.date.accessioned2008-06-01T22:23:48Z-
dc.date.available2008-06-01T22:23:48Z-
dc.date.issued2007-11-
dc.identifier.urihttp://hdl.handle.net/2428/29273-
dc.description.abstractThis survey concentrates on changes in standards and quality in English primary schools. ‘Standards’ are taken to mean the levels attained rather than the levels which are set as expected. ‘Quality’ is taken to mean a judgment about the level attained against an implicit or explicit view of what is appropriate. Levels of academic attainment (mathematics and reading) form the mainstay of work which has been carried out, and of this review, but seven separate areas are set out which form a complete structure for monitoring, of which academic attainment is just one part. Generally, mathematics and reading standards have remained fairly constant for some time although both have risen recently. Reading has risen very slightly and mathematics has risen moderately. A plea is made for a more thorough evaluation of education initiatives and their impact on standards, and for linked cost benefit analyses.en
dc.language.isoenen
dc.relation.urlhttp://www.primaryreview.org.uk/Publications/Interimreports.htmlen
dc.subjectPrimary Reviewen
dc.subjectStandards and Qualityen
dc.titleStandards and quality in English primary schools over time: the national evidenceen
dc.typeWorking Paperen
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