Tests, targets and tables: a head teacher writes
I would urge anyone interested in the effects of statistics-led schooling to read a recent paper by Cynthia Bartlett, head of an Oxfordshire comprehensive. Cynthia, who took a sabattical to research and write the 68-page report, describes hyper-accountability as a “tragedy”, for vulnerable pupils in particular. Her paper includes findings gleaned from a survey of 22 of her fellow Oxfordshire secondary heads, and comes with copious research evidence. The testing, targets and tables regime is setting up a sharp divide between schools, Cynthia argues. Those serving more prosperous areas, typically with better results, are able to give disadvantaged or “vulnerable” students the attention they deserve. Those with more childrenRead More →