Accountability Measures and School League Tables

Accountability Measures and School League TablesRobert CoeCapita workshop , 15th July 2014

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Outline

Evidence on impact of accountability Typology of accountability systems Moral leadership What should we do?

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Who wants accountability?

Direct incentives drive people’s behaviour– Policymakers– Economists– Parents

Negative side-effects outweigh benefits– Teachers– Education researchers– Parents

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Evidence on impact of accountability

Robert Coe

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Research evidence

Meta-analysis of US studies by Lee (2008)– Small positive effects on attainment (ES=0.08)

Impact of publishing league tables (England vs Wales) (Burgess et al 2013)– Overall small positive effect (ES=0.09) – Reduces rich/poor gap– No impact on school segregation

Other reviews: mostly agree, but mixed findings Lack of evidence about long-term, important

outcomes

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Evidence from PISA

DfE Accountability response:‘OECD evidence shows that a robust accountability framework is essential to improving pupils’ achievement’ (DfE, 2013)

What the report actually said:‘there is no measurable relationship between…various uses of assessment data for accountability purposes and the performance of school systems’ (OECD, 2010, p46)

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Dysfunctional side effects Extrinsic replaces intrinsic motivation Narrowing focus on measures Gaming (playing silly games) Cheating (actual cheating) Helplessness: giving up Risk avoidance: playing it safe Pressure: stress undermines performance Competition: sub-optimal for system

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Some evidencefor all these, but mostly selective and anecdotal

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Accountability culturesTrustAutonomousConfidenceChallengeSupportiveImprovement-focusProblem-solvingLong-termGenuine qualityEvaluation

DistrustControlledFearThreatCompetitiveTarget-focusImage presentationQuick fixTick-list qualitySanctions

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Accountability and improvementOfficial Accountability Systems Professional Monitoring Systems

If you find a problem with your performance, what do you do?

Cover it up Expose it to view.

(Tymms, 1999)

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Overall evidence-based conclusions

Easy to cherry-pick‘[E]ducational policy makers and practitioners should be cautioned against relying exclusively on research that is consistent with their ideological positions to support or criticize the current high-stakes testing policy movement’ (Lee, 2008, p. 639)

Direct incentives do drive people’s behaviour; current evidence suggests accountability has small positive effects on attainment

Accountability systems always seem to have some undesirable side-effects

Balance of positive & negative effects likely to depend on a range of factors; current knowledge does not allow us to predict confidently

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Moral leadership

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Hard questions1. Imagine there was no accountability. What

would you do differently?2. Would students be better off as a result?

a) No – I wouldn’t do anything at all differentlyb) Not significantly – minor presentational changes

onlyc) Yes – students would be better off without

accountability3. What actually stops you doing this?

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Ways forward

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Making Accountability Work

1. Reclaim professionalism 2. Experiment to optimise3. Improve the measures4. Make teacher assessment robust5. Uncertainty and unpredictability6. No substitute for judgement

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(Coe & Sahlgren, 2014)

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1. Reclaim professionalism Take the pledge:

“We do what’s right for children and young people, not just what Ofsted might want” Commit to supporting other schools/teachers who

suffer as a result– Need evidence of great teaching, from robust evaluation

and monitoring: can’t just support any school/teacher judged inadequate

– Important that it is not just the ‘failed’ school/teacher that complains

– Social media campaigns can be very effective: @OldAndrewUK vs Ofsted

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2. Experiment to optimise Should accountability have

– Explicit (eg PRP, schools ‘academised’) or implicit (challenge, compare) incentives?

– Performance published or confidential?– Interpreted judgements or objective data?– Improvement through consequences or

feedback?– Focus on information for consumers (eg parents)

or professionals? We don’t know, so need to experiment

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3. Improve the measures Choose measures that are genuinely aligned with

what is valued (& hard to distort) Ensure assessments/qualifications are predictive of

later success Measure a wide range of outcomes Look at distributions, not just thresholds Use delayed outcomes: eg for 11-16

– % NEET @ 18– % entering elite university courses

Build in loophole-closing mechanisms (eg re difficulty/value of ‘equivalents’)

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4. Make teacher assessment robust

Training in assessment and moderation Link teacher assessed mark distribution to within-

centre exam mark distribution Spot checks (risk targeted): can students reproduce it? Support whistle-blowing Signed declarations from teachers, headteachers and

students Questionnaire audit of practices: ‘too good to be true’

triggers spot check

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5. Uncertainty and unpredictability

State general aims, but be vague/flexible about specific targets/measures

Change the targets and monitor who chases Make assessments less predictable (more

capricious?)

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Combine statistical measures with face-to-face observation & judgement

Require inspectors to demonstrate their ability to make sound judgements about complex data, from observation, etc

Actively look for (and publicise) gaming and unintended consequences; encourage whistle-blowing on counter-productive gaming

6. No substitute for judgement

Summary …1. Evidence on accountability

is not great, but suggests small positive impacts

2. Dysfunctional side-effects are also real

3. We need experiments to learn how to optimise

4. Moral leadership is requiredRobert.Coe@cem.dur.ac.uk

www.cem.org

@ProfCoe