What Can National Data Sets Tell Us about Inclusion and Pupil Achievement?

Autor/inn/en	Florian, Lani; Rouse, Martyn; Black-Hawkins, Kristine; Jull, Stephen
Titel	What Can National Data Sets Tell Us about Inclusion and Pupil Achievement?
Quelle	In: British Journal of Special Education, 31 (2004) 3, S.115-121 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.0952-3383.2004.00341.x
Schlagwörter	Special Needs Students; Academic Achievement; Disabilities; Special Education; Inclusive Schools; Regular and Special Education Relationship; Mainstreaming; Foreign Countries; Data Collection; Databases + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Schulleistung; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inclusive school; Integrative Schule; Ausland; Data capture; Datensammlung; Datenbank
Abstract	Recent developments in the Department for Education and Skills (DfES) have produced a national pupil database (NPD) that contains information about the attainments of individual pupils. Every child in the country has been allocated a unique pupil number (UPN), which means that the academic progress of individuals can be tracked over time. It is possible to combine data on attainment with the demographic information which is obtained from the pupil level annual schools census (PLASC). These innovations make it possible to combine value added information about pupil progress from one key stage of education to the next with data from the PLASC, which contains pupil background information, to produce a single matched data set. Thus the NPD and the PLASC are able to provide much of the necessary information to explore issues of individual pupil performance over their school careers. Notably, more specific information about the academic achievement of pupils who are described as having special educational needs is now available. Lani Florian, lecturer in inclusion and special educational needs, Martyn Rouse, senior lecturer in inclusion and special educational needs, Kristine Black-Hawkins, senior research associate, and Stephen Jull, research associate, are all based at the University of Cambridge Faculty of Education. In this article, drawing on their work in the 'Inclusion and Achievement Project', they explore the problems and possibilities for researching issues of pupil achievement and inclusion through the use of these new national data sets. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10