Is the English Baccalaureate a Passport to Future Success?

Autor/inn/en	Armitage, Emma; Lau, Caroline
Titel	Is the English Baccalaureate a Passport to Future Success?
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 3, S.230-251 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armitage, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2017.1396203
Schlagwörter	Accountability; Grades (Scholastic); Access to Education; Hierarchical Linear Modeling; Educational Attainment; Foreign Countries; National Curriculum; Educational Policy; Higher Education; Employment Potential; High School Students; Data Analysis; Academic Achievement; Exit Examinations; Mathematics Achievement; English; Science Achievement; Databases; United Kingdom (England) + Suchen Sie Ihr Suchwort? Verantwortung; Notenspiegel; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; Ausland; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Auswertung; Schulleistung; Final examination; Abschlussprüfung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Datenbank
Abstract	In England accountability measures have often been used to steer school behaviour in pursuit of policy goals. In 2010, the English Baccalaureate (EBacc) was introduced to increase uptake of traditional academic subjects at GCSE. These subjects, it was argued, would enhance students' future prospects, in part because they are favoured at A-level by high-ranking universities. However, such prospects are only likely to be accessible for students who achieve at least a grade C in these subjects since it is good grades that act as the primary gatekeepers for entry into higher education and employment. Hence, this paper seeks to problematise this claim using multilevel regression models to investigate the relationship between EBacc uptake and attainment. The findings are used to frame a discussion about the merits of encouraging more students to take the EBacc given the growing tension between the need to achieve good grades and the government-held view that all students should be studying this academic core. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01