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ERIC Number: EJ870745
Record Type: Journal
Publication Date: 2009-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 69
ISSN: ISSN-0305-4985
Contextualising Catholic School Performance in England
Morris, Andrew B.
Oxford Review of Education, v35 n6 p725-741 Dec 2009
Despite there being significant numbers of state maintained Catholic schools in England, they have, until recently, proved to be of interest only to a minority of researchers. Government initiatives to promote greater scrutiny and accountability through the publication of school test and examination results have generated interest in their academic performance from proponents and critics. Early attempts by government to compare school performance using "raw" examination and test scores were severely criticised. Newly introduced "Contextualised Value Added" measures, when correctly applied, have largely overcome the deficiencies of earlier datasets. This paper presents new CVA performance data provided by Ofsted that may help the debate about Catholic school effectiveness to progress. Possible reasons for the CVA findings are explored and further areas for research are suggested. (Contains 7 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)