ERIC Number: EJ1132509
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 29
Mapping, Measuring and Monitoring Achievement: Can a New Evaluation Framework Help Schools Challenge Inequalities?
Improving Schools, v20 n1 p5-17 Mar 2017
While mainstream schools have seen an increasing focus on performance and attainment in recent years, this focus has often been resisted by special and alternative educational provision in the United Kingdom. However, concern is now growing about the low levels of achievement for children and young people educated outside mainstream schools. This article reports the findings of an evaluation which examined the work of one group of special school head teachers who set out to develop an alternative framework for mapping, tracking and evaluating achievement; one which would be recognisable to, but not limited by, the pressures on the mainstream. The findings suggest that, if adopted more widely, such a framework could contribute to the search for common ground and common understanding across different educational settings, with the potential to bring direct benefits to pupils but also to make a contribution to addressing under-achievement and educational inequalities more broadly.
Descriptors: Foreign Countries, Special Education, Academic Achievement, Special Schools, Principals, Student Evaluation, Models, Equal Education, Benchmarking, Social Justice, Interviews, Elementary Schools, Secondary Schools, Program Evaluation, Evidence Based Practice
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (Scotland)