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Exploring Dimensions of School Change During Primary Education in England

Exploring Dimensions of School Change During Primary Education in England. Joan Wilson (Centre for Longitudinal Studies, Institute of Education, University of London; UPTAP research group) ESRC RMF, St. Catherine’s College, Oxford – July 1 st 2008

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Exploring Dimensions of School Change During Primary Education in England

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  1. Exploring Dimensions of School Change During Primary Education in England Joan Wilson (Centre for Longitudinal Studies, Institute of Education, University of London; UPTAP research group) ESRC RMF, St. Catherine’s College, Oxford – July 1st 2008 Session 19: Research Methods for UPTAP Using Secondary Data (2): Researcher Experiences

  2. Schools and Child Development • Schools contribute to the cognitive and non-cognitive development of children • Cognitive skills derive primarily from family influences, yet they are also shaped by school-based learning • Non-cognitive skills (or “life skills”) are a function of internal home and schooling experiences and the external neighbourhood environment • Influences of schools on child development may be altered by spatial changes made by parents • Parents may make “moves” that reset spatial dimensions of household members – children in the household may move school alone or move school and change residence

  3. Focusing on Pupil Mobility • The purpose of this talk is to discuss dimensions of school change • Literature definition of “pupil mobility” :- “a child joining or leaving a school at a point other than the normal age at which children start or finish their education at that school – whether or not this involves a move of home” (Dobson and Henthorne, 1999, pp. 5) • Causes of school change – international migration, internal migration, individual movement and institutional movement

  4. Pupil Mobility and Government Education Policy • State schooling provision is organised into two forms:- Community-based: admissions are determined by residential proximity to a school Choice-based: admissions reflect school choice preferences and parents have more say over the school attended • 1988 Education Reform Act – introduced a ‘quasi-market’ for state school education provision based on school choice in order to drive up education standards • Parental choice aspect attempts to sever the link between where a child lives and range of schools that can be attended • Offering more schooling alternatives conditional on pre-existing family residential location

  5. Research Aims • To define and measure “pure” pupil mobility i.e. where a pupil changes schools whilst remaining in the same place of residence • To measure combined “school-home moves” of the pupil i.e. where a school change also involves a move of home • Focus is on one cohort of Key Stage 1 to Key Stage 2 Primary school pupils in England

  6. Data (1) • National Pupil Database: Comprises of the PLASC and Key Stage datasets • PLASC: administrative Census of all pupils across all state schools in England; Collected annually since January 2001; Currently 5 longitudinal waves of data available (2001/02 to 2005/06); Some 8 million pupil observations per wave; Includes information on individual pupil characteristics, measures of social background, date of school entry by the pupil and pupil home postcode in each wave

  7. Data (2) • Key Stage test score data: Available in the NPD since 1997/98 for KS1 pupils (aged 6/7) and since 1995/96 for KS2 pupils (aged 10/11) • PLASC waves can be matched to each other and to the KS data using a unique, anonymous pupil identifier • Pupils taking their KS1 exams in Summer 2002 and their KS2 exams in Summer 2006 are merged together and are linked to PLASC waves 2001/02 to 2005/06

  8. Structure of the KS12 Cohort

  9. Measuring Mobility in the KS12 Cohort (1) • Mobility is measured using PLASC indicators on pupil date of school entry (school moves) and pupil home postcode (home moves) • Pupil mobility = 1 if date of school entry in year t+1 ≠ date of school entry in year t • Home mobility = 1 if home postcode of the pupil in year t+1 ≠ home postcode of the pupil in year t • Pupil mobility: excludes required school moves, such as from Infant to Junior school, First to Junior school, First to Middle school. Focus only on moves at non-standard times • Pupil and home mobility: imputations are made to the date of school entry and home postcode, error corrections are also made to the latter.

  10. Measuring Mobility in the KS12 Cohort (2)

  11. Sample Size of the KS12 Cohort “Full” sample = KS12 cohort member has an observation on their date of school entry and home postcode in every PLASC waveInitial full sample: uses the original home postcode prior to any imputations or correctionsNew full sample: indicates the number of additional “full” pupil observations obtained following imputationsImputations increase the sample size by approx 1.3% from the initial full amount

  12. Estimating School Moves and Home Moves

  13. Further Research Areas • Estimating September entry into every school joined • Assessing the pupil characteristics of movers by their type using PLASC indicators • Looking at the quality of schools pupils move from and to using league table details • Addressing “pure” home mobility and “home-school moves”

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