It was good to hear some positive news about primary teaching on Radio 4 yesterday morning, with headline-making research finding that our most able 10 year olds in England match the standards reached in maths tests by equivalent pupils in Taiwan and Hong Kong.
Of course the celebrations didn’t last long, as the interview continued with the “however…”!
It seems that our average 10 year olds aren’t doing so well and the most able are falling behind by the time they reach 16, showing a 2-year shortfall in standards of attainment.
The news article was about an interesting study 'How does England compare to high performing Asian countires?' published yesterday.
There are two main issues picked up in the research:
It seems that our average 10 year olds aren’t doing so well and the most able are falling behind by the time they reach 16, showing a 2-year shortfall in standards of attainment.
The news article was about an interesting study 'How does England compare to high performing Asian countires?' published yesterday.
There are two main issues picked up in the research:
1. Our average 10 year olds aren’t doing so well.
There is a gap between our average 10 year olds and the average 10 year olds from top performing countries.
2. Our able 10 year olds are achieving as well as those from top performing countries.
However, by age 16 the able from other countries are ahead by 2 years.
There is a gap between our average 10 year olds and the average 10 year olds from top performing countries.
2. Our able 10 year olds are achieving as well as those from top performing countries.
However, by age 16 the able from other countries are ahead by 2 years.
The policy recommendations of this report , however, do not directly address the issues highlighted. The recommendations are, in summary:
• a concentration on educational reforms in primary and pre-school.
• gifted and talented schemes in secondary schools and a shift away from aiming at floor targets.
• further efforts to raise the basic skills of disadvantaged groups in primary and pre-school years.
• a cultural shift in England, so that the importance of education is recognised and promoted by all
• a concentration on educational reforms in primary and pre-school.
• gifted and talented schemes in secondary schools and a shift away from aiming at floor targets.
• further efforts to raise the basic skills of disadvantaged groups in primary and pre-school years.
• a cultural shift in England, so that the importance of education is recognised and promoted by all
If primary teachers are getting the most able pupils to the same level as the best in the world – surely the recommendation should be to seek to understand this good practice and extend it into secondary schools and, if it is appropriate, see what can be learnt from this to develop ‘average’ and less able pupils.
One notable factor picked up in the research is the quality and status of teachers. In East Asia they tend to be more academic and are encouraged to research as well as teach. Significantly though, they have a high status and earn a lot more compared to teachers in England. This is also true relative to other professional groups in East Asia.
They suggest raising the prestige of teaching, particularly at the primary school level. Brilliant idea – not sure that the Government has the will for this though, judged on their current performance.
The research recommends further investment in the skills of children from disadvantaged backgrounds. They suggest that reducing ability grouping and setting of pupils in England could narrow the socio-economic achievement gap in mathematics as it may widen test score differences between advantaged and disadvantaged groups.
Interesting, and may be some truth in that. I still feel that the biggest influence on managing the differentiation of pupils in the class is the actual class size. I would much rather teach a mixed ability class of 18 children than a streamed set of 32 children – and the children would much rather learn in that environment as well.
Part of the conclusion in the report states that ‘it is actually what happens outside of school that is driving these countries to superior PISA and TIMSS math test performance.’ Parental involvement (or pressure?), private tuition and a willingness to spend money on their children’s education all help boost test scores.
Yes, this is pretty well-known, but it’s good that a piece of research is highlighting it and could, possibly, have some influence on Government policy.
The unfortunate thing is that policy seems driven by league table results based on these narrow test scores. They need to look at the wider picture, picking out any positive aspects of education in East Asia that is able to cross-over to a completely different culture of education and family life in England.
One notable factor picked up in the research is the quality and status of teachers. In East Asia they tend to be more academic and are encouraged to research as well as teach. Significantly though, they have a high status and earn a lot more compared to teachers in England. This is also true relative to other professional groups in East Asia.
They suggest raising the prestige of teaching, particularly at the primary school level. Brilliant idea – not sure that the Government has the will for this though, judged on their current performance.
The research recommends further investment in the skills of children from disadvantaged backgrounds. They suggest that reducing ability grouping and setting of pupils in England could narrow the socio-economic achievement gap in mathematics as it may widen test score differences between advantaged and disadvantaged groups.
Interesting, and may be some truth in that. I still feel that the biggest influence on managing the differentiation of pupils in the class is the actual class size. I would much rather teach a mixed ability class of 18 children than a streamed set of 32 children – and the children would much rather learn in that environment as well.
Part of the conclusion in the report states that ‘it is actually what happens outside of school that is driving these countries to superior PISA and TIMSS math test performance.’ Parental involvement (or pressure?), private tuition and a willingness to spend money on their children’s education all help boost test scores.
Yes, this is pretty well-known, but it’s good that a piece of research is highlighting it and could, possibly, have some influence on Government policy.
The unfortunate thing is that policy seems driven by league table results based on these narrow test scores. They need to look at the wider picture, picking out any positive aspects of education in East Asia that is able to cross-over to a completely different culture of education and family life in England.
Related articles:
Raising Standards with 32 'Maths Hubs - and help from China.
Chinese maths teachers will help implement Asian-style mastery approach to maths.
Mathematics: made to measure
Recommendations on how to improve maths teaching and learning
Do we need qualifications to teach?
Gove says academies, as well as free schools, can hire unqualified teachers
Raising Standards with 32 'Maths Hubs - and help from China.
Chinese maths teachers will help implement Asian-style mastery approach to maths.
Mathematics: made to measure
Recommendations on how to improve maths teaching and learning
Do we need qualifications to teach?
Gove says academies, as well as free schools, can hire unqualified teachers
How does England compare to high performing Asian countries?:
http://repec.ioe.ac.uk/REPEc/pdf/qsswp1303.pdf
'The mathematics skills of school children: How does England compare to the high performing East Asian juridictions?' Feb 2013
Trends in International Mathematics and Science Study (TIMSS)
The Programme for International Student Assessment (PISA)
