The effectiveness of secondary education is widely discussed. Effectiveness is broadly defined that a school is required to retain certain characteristics in order to perform well along with also possessing the capability of producing desired results (Behlol et al.,2019). The term ‘effectiveness’ may also be defined in the terms including academic achievement, classroom behaviour, classroom participation, the attitudes towards learning and the presence of well-rounded personal development (Barton, 2005; Behlol, 2019). Arguably, not all examples of secondary education may be viewed as ‘effective’. Furthermore, it is argued by Brophy (2004) that school effectiveness may be measured, this may be through high attainment of school goals for example. Other equal indicators of an effective school also relate to having strong leadership characteristics, having high expectations within the school environment for both staff and students, creating a friendly atmosphere and promoting caring attitudes towards peers. Throughout the literature contextualising an ‘effective school’, key themes were integrated throughout, examples include personal developments within students such as positive relationships for learning, development of positive self-concept, a sense of self-discipline and self-worth (McGaw et al.,1992). Whereas others exemplify effective schooling as purposeful leadership, staff involvement, intellectually challenging teaching, maintaining a work centred environment and encouraging maximum communication between teachers and students (Fredericks et al.,2004).
It is arguable that measuring the effectiveness of a school is a complex task. There is a diverse way in which effectiveness is measured. One of the most popular forms of measuring school effectiveness is through pupil achievement scores. The Conservative government introduced school league tables in 1992 as part of their desire to improve public services within the UK. Schools are required to publish performance league tables to show students’ academic achievement, but also the achievement of the school as a whole. There are various ways in which school effectiveness is defined which relate to pupil achievement. Brookover (1981) defines an effective school as “one is which a major proportion of the students achieve at or above the average national levels” (Frederick, 1987:9). However, as argued by Rowan, Bossert and Dwyer (1983) in “Research on Effective Schools: A cautionary note”, many researchers are able to take a ‘snap shot’ of a school’s singular year of achievement and label it as effective, or likewise, ineffective on the basis of these results (Frederick, 1987:6). Every year, results from GCSE examinations, along with other statutory examinations across the public school system, school results are published on the government website, allowing everyone access to them. This has a mixed reception. Many teachers, parents and educationalists approve of the national league table system as it offers parents and students to compare prospective schools. However in contrast , many believe that focusing on exam results restrict schools and their students, it disregards those who may not be as academically able as their peers.
A further way in which the effectiveness of secondary schooling within the UK can be demonstrated is through school inspections. In the UK, regular school inspections are conducted by Office of Standards in Education (Ofsted). Funded in 1992, they utilise a common inspection frame work visiting state-funded schools with the aim to improve the education within schools across the UK. Formally, Ofsted was created by the 1992 Education Act, Section 10 of the Act specifically requires each state-funded school in England and Wales to be inspected by agents acting for Ofsted at least once in a four year cycle (Rosenthal, 2003:145). During the inspection, inspectors are usually directed towards reviewing classroom teaching and pupil reaction (Rosenthal, 2003:145). With reference to defining school effectiveness, some argue that key indicators are strong leadership, classroom behaviour and participation, attitude towards learning and well-rounded personal development (Barton,2005: Behol et al, 2019:44). While school league tables may give an insight into how a secondary school performs academically, in-house inspections offer a more personal insight. Ofsted reports are able to highlight the interpersonal relationships students have with their teachers, the relationships they have with their peers and the relationship they have with education itself. Ofsted inspections have received mixed criticism, often viewed warily by the teaching profession (Jeffrey and Woods, 1996; Rosenthal,2003:146) however many believe it has won a general acceptance and are regarded as a necessary way for the public education system to hold some accountability.
The secondary education system is one that has been criticised and changed over the years. Leaving us to question whether an ‘effective’ system has truly been developed and refined. While the definition of effectiveness is arguably a wide spectrum, there are clear strategies such as regular inspections and league tables that monitor the ‘effectiveness’ of the public-school system.
References:
Behlol, M.G., Akbar, R.A., and Hukamdad (2019) Investigating Secondary School Effectiveness: Peer-Teacher Relationship and Pedagogical Practices. Bulletin of Education and Research, 41 (1), pp. 43–55.
Frederick, J M (1987) Measuring School effectiveness: Guidelines for Educational Practitioners. Washington DC. Office of Educational Research and Improvement. Available at: https://files.eric.ed.gov/fulltext/ED282891.pdf [Accessed 18th May 2021]
Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H. (2004) School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74 (1), pp. 59–109.
Magazine, R. (Tuesday 18 May 1:33) School league tables: useful tool or source of confusion? | Editorial | Relocate magazine [Internet]. Available from https://www.relocatemagazine.com/articles/education-schools-school-league-tables-useful-tool-or-source-of-confusion. [Accessed 18th May 2021].
Rosenthal, L. (2004) Do school inspections improve school quality? Ofsted inspections and school examination results in the UK. Economics of Education Review, 23 (2), pp. 143–151
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