Increasing within-School Competition: A Case for Department Level Performance Indicators?

Autor/inn/en	Telhaj, Shqiponja; Adnett, Nick; Davies, Peter; Hutton, David; Coe, Robert
Titel	Increasing within-School Competition: A Case for Department Level Performance Indicators?
Quelle	In: Research Papers in Education, 24 (2009) 1, S.45-55 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Performance; Competition; School Choice; School Statistics; Secondary Schools; Departments; Geography; History; Academic Achievement; Secondary School Students; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Achievement; Leistung; Wettkampf; Choice of school; Schulwahl; Sekundarschule; Department; Abteilung; Geografie; Geschichte; Geschichtsdarstellung; Schulleistung; Sekundarschüler; Ausland
Abstract	The authors investigate the size and stability of departmental effects in English secondary schooling during a period in which extensions to parental choice and annual publication of school performance tables had significantly increased competitive pressures on schools. Their database of nearly 450 English secondary schools enables them to investigate departments in terms of both their unadjusted and value-added average students' performance in national examinations. They are interested in the nature of within-school competition and concentrate upon two subjects, geography and history, which were optional subjects in each of these schools. In general, they find that relative departmental performance varies significantly over time and that few departments manage to persistently out-perform the other subject in their school. They conclude that given the instability of relative departmental performance, publication of department-level performance indicators is unlikely to generate strong incentives for departments to raise their effort and effectiveness. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10