In its simplest form, school effectiveness is calculated based on average learning progress in a school; Much research on learning gaps created by disadvantaged students' attendance at lower-quality schools; Also on learning gaps created between children from different backgrounds within the same schools; We can further investigate by looking at how school context influences the relationship between student learning levels and progress; This can be relevant to policy reforms that intend to raise the performance of the lowest achievers?

1. Ethiopia: Differential school effectiveness

2. 1. In its simplest form, school
effectiveness is calculated
based on average learning
progress in a school
2. Much research on learning gaps
created by disadvantaged
students' attendance at lower-
quality schools
3. Also on learning gaps created
between children from
different backgrounds within
the same schools
DIFFERENTIAL SCHOOL EFFECTIVENESS

3. DIFFERNTIAL SCHOOL EFFECTIVNESS
4. We can further investigate by
looking at how school context
influences the relationship
between student learning levels
and progress
5. This can be relevant to policy
reforms that intend to raise the
performance of the lowest
achievers?

4. SCHOOLS ARE QUITE DIFFERENT
400500600700800
-4 -2 0 2
School advantage

5. EFFECTIVENESS & ADVANTAGE
How does the relationship between Wave 1 and Wave 2
maths score vary according to the average effectiveness
of the school and its student intake?
‘Effectiveness’
Lower Higher
Advantage
Higher
 
Lower
 

6. THERE IS NO MEAN CHILD IN A MEAN SCHOOL
400500600700800
Wave2score
-200 -100 0 100 200
Wave 1 score (centered)
+adv. +effect +adv. -effect
-adv. +effect -adv. -effect
Predicted regression lines given
school advantage and school effectiveness

7. 400500600700800
Wave2score
-200 -100 0 100 200
Wave 1 score (centered)
+adv. +effect +adv. -effect
-adv. +effect -adv. -effect
Predicted regression lines given
school advantage and school effectiveness
THERE IS NO MEAN CHILD IN A MEAN SCHOOL

8. EXAMPLE: MORE ADVANTAGED LESS ‘EFFECTIVE’
300400500600700800
-200 0 200 400
EB
Avg

9. EXAMPLE: LESS ADVANTAGED MORE ‘EFFECTIVE’
300400500600700800
-200 0 200 400
EB
Avg

10. • In simple descriptive terms, more advantaged schools
appear to be more equalising – this can have a widening
effect on student outcomes
• How much is this a real phenomenon and how much is
it mechanical – is it because teachers are doing
something different?
• If policy intends to raise the performance of the lowest
achievers – whoever they are – then what can schools in
less advantaged areas do to equalise better?
• What are the links to student differences within schools
– e.g. language of instruction and individual child
wealth?
TAKING THIS FURTHER

11. www.younglives.org.uk
@YLOxford
• methodology and research papers
• child profiles and photos
• e-newsletter
• datasets (UK Data Archive)
FINDING OUT MORE