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ERIC Number: EJ823596
Record Type: Journal
Publication Date: 2009-Feb
Pages: 17
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0141-1926
A Value-Added Study of the Impact of Science Curriculum Reform Using the National Pupil Database
Bell, Jacqueline; Donnelly, Jim; Homer, Matt; Pell, Godfrey
British Educational Research Journal, v35 n1 p119-135 Feb 2009
This article compares the examination performance of students following General Certificate of Secondary Education Applied Science and Double Award science on a value-added basis. It uses data from the National Pupil Database, which are analysed by a variety of methods, including multilevel modelling. It argues that the claims made within Office for Standards in Education reports on the impact of the new Applied Science course are inaccurate, and in some cases positively wrong. The authors' analysis, based on the second (2003-05) cohort of students following the course, shows that students of lower attainment at Key Stage 3 appear to perform better than would have been predicted from their Key Stage 3 attainment, but that higher attaining pupils perform less well. Schools offering Applied Science show greater diversity in the value-added effects they produce than they do with Double Award science. The article argues that analyses of this kind are of value in seeking to understand the impact of curriculum reform, but that they are dangerous as a generalized guide for policy. They must be complemented by work in schools in which the sources of the effects observed and of school diversity are examined. (Contains 6 tables, 1 figure and 16 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom