. This extended post challenges the argument that all learners can be high attainers. It sets out the various strands of this argument, highlighting the weaker links and illustrating them with the assistance of two case studies, both branded school improvement strategies. It uses PISA 2015 data to demonstrate that none of the world's leading … Continue reading Know Your Limits!
. This post investigates what PISA 2015 results reveal about: Progress towards the government’s 2020 national performance targets; and Trends in the comparative performance of England’s high attainers. It complements a parallel post about the TIMSS 2015 results – Troubling TIMSS trends (December 2015). . About PISA The results of the 2015 Programme for International … Continue reading PISA 2015: England’s results investigated
. This post examines ministerial targets for improving England’s educational performance by 2020, as measured by international comparisons studies. It explores the evolution of these targets, how they might be interpreted and the prospects for achieving them given likely outcomes from the next round of reports, scheduled for publication in December 2016/2017. PISA 2015 results … Continue reading TIMSS PISA PIRLS: Morgan’s targets scrutinised
. . . . . . This post compares how we do differentiation with how it’s done elsewhere. It explores the tension within education policy between autonomy and pedagogical prescription through the ‘forensic analysis’ of recent ministerial speech content. It flags up the likelihood of further … Continue reading Doing differentiation differently?
Eponymous 