The differential improvement of schools causing concern in England

Peter Matthews and Pam Sammons
 

Abstract
 
Inspection and performance data show that the least effective schools in England are more likely to sustain the improvement they make after inspection than those that are relatively more effective. This paper discusses the relative improvement of two categories of schools causing concern and illuminates some factors associated with their improvement, focusing on the greater progress of the least effective group. The estimate that approximately one million pupils have benefited from substantial improvement of most of the weakest schools reflects the government's policy of identifying the schools where 'special measures' are needed and requiring action to be taken to improve them.

Keywords
  differential - school improvement - school leadership - special measures - ineffective schools

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Reference
  Matthews, P. and Sammons, P. (2005). The differential improvement of schools causing concern in England. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1).
Retrieved month day, year, from http://www.ice.deusto.es/rinace/reice/vol3n1_e/MatthewsSammons.pdf.

 

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