Bell, J, Donnelly, J orcid.org/0000-0002-5188-2977, Homer, MS orcid.org/0000-0002-1161-5938 et al. (1 more author) (2009) A value-added study of the impact of science curriculum reform using the National Pupil Database. British Educational Research Journal, 35 (1). pp. 119-135. ISSN 0141-1926
Abstract
This paper compares the examination performance of students following GCSE
Applied Science and Double Award science on a value-added basis. It uses data from the National Pupil Dataset, which are analysed by a variety of methods, including multilevel modelling. It argues that the claims made within Ofsted reports on the impact of the new Applied Science course are inaccurate, and in some cases positively wrong. Our analysis, based on the second (2003-5) cohort of students following the course, shows that students of lower attainment at Key Stage 3 appear to perform better than would have been predicted from their Key Stage 3 attainment, but that higher attaining pupils perform less well. Schools offering Applied Science show greater diversity in the value-added effects they produce than they do with Double Award science. The paper argues that analyses of this kind are of value in seeking to understand the impact of curriculum reform, but that they are dangerous as a generalized guide for policy. They must be complemented by work in schools in which the sources of the effects observed and of school diversity are examined.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Medical Education Unit (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 03 Jun 2013 12:00 |
Last Modified: | 20 Sep 2018 17:32 |
Published Version: | http://dx.doi.org/10.1080/01411920802041806 |
Status: | Published |
Publisher: | Wiley-Blackwell |
Identification Number: | 10.1080/01411920802041806 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:75621 |