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Measuring what we value

The Centre for Equity in Education. Measuring what we value Development of a data profile for evaluating equity within education systems. The Centre for Equity in Education. The English Case Performativity / Equity Choice and access Competition Regulation and Accountability

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Measuring what we value

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  1. The Centre for Equity in Education Measuring what we value Development of a data profile for evaluating equity within education systems

  2. The Centre for Equity in Education The English Case Performativity / Equity • Choice and access • Competition • Regulation and Accountability • Targeted resourcing • Autonomy / Personalisation /Centralisation / Collaboration Confused and restricted discussion of equity • What would an equitable system look like? • How can progress towards this be assessed? • What data do policy makers need?

  3. The Centre for Equity in Education Thinking about equity Space • Equity of what ? • Where within the system? Form • Equality • Minimising difference • Minimum standards • Meeting different needs Capability • Resources • Policies • Choice

  4. The Centre for Equity in Education Mapping the Education System Communities • Social context in which learners live and education takes place • Educational opportunities outside the state system Education System • Access • Resources • Practices Outcomes • Measurable outputs – e.g. examination results • Personal outcomes – values, attitudes, aspirations • Opportunities – capabilities to engage in society Learners’ Capabilities • Abilities to achieve outcomes • Choice

  5. The Centre for Equity in Education • What do we already know? National level statistics • Observed relationships – not causal • Restricted – examination results Issues which are not captured • Ethnic segregation through parental choice • Missing Children • Lack of co-ordinated support • Difficulties of staff retention and recruitment

  6. The Centre for Equity in Education Creating an Equity Driven Data Set National statistical data • Inputs • Outputs Nested case studies • national • regional • local Locality data • mapping • policy contexts • community contexts • educational experiences

  7. The Centre for Equity in Education Framing questions Learner capabilities & educational processes • How do learners respond to the education system and the aims and values inherent in this? • How does this relate to learners’ social characteristics – e.g. the knowledge, skills and attitudes they bring into contact with the system? • How does the system respond to different learners and the backgrounds they bring to the education system? • How is access to the resources held by the education system distributed? • What are the processes by which the system makes use of resources? Educational Outcomes (Individual) • How are the outcomes of education distributed? • How do outcomes relate to access to resources? • How do outcomes relate to life chances? Educational Outcomes (More broadly) • What are the social consequences of education? • Is society more equitable as a result of education?

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