ArticleJournal of child psychology and psychiatry, and allied disciplines2021
School quality ratings are weak predictors of students' achievement and well-being.
Article in Journal of child psychology and psychiatry, and allied disciplines, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- A population-wide gene-environment interaction study on how genes, schools, and residential areas shape achievement.NPJ science of learning · 2022Article
- How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study.Journal of child psychology and psychiatry, and allied disciplines · 2022Article
- Polygenic scores: prediction versus explanation.Molecular psychiatry · 2022Review
Corrections and comments
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Authors and funding
9 authors.
Funding
Abstract
backgroundIn England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement.
methodsWe use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16.
resultsWe found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03.
conclusionOur findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools.
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Registered trials
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