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How school league tables undermine our bright maths pupils' performance How school league tables undermine our bright maths pupils' performance
(7 months later)
A new report from the Institute of Education shows that while our 10-year-old students are achieving at the same level as many other countries, by 16 they have slipped well behind in mathematics. It is not all students who slip, but it seems to be our potentially high-achieving students who are falling behind. At the end of GCSEs, the top 10% of young people are about two years behind in mathematics compared with other countries in east Asia.A new report from the Institute of Education shows that while our 10-year-old students are achieving at the same level as many other countries, by 16 they have slipped well behind in mathematics. It is not all students who slip, but it seems to be our potentially high-achieving students who are falling behind. At the end of GCSEs, the top 10% of young people are about two years behind in mathematics compared with other countries in east Asia.
This should come as no surprise, because while UK schools do have some great teachers and resources to support the learning of mathematics, it is generally not used on high-ability pupils and focused almost exclusively on middle-ability pupils. Our top students are leaving secondary school having not being pushed to their full potential in mathematics because there's no immediate incentive for the school to do so.This should come as no surprise, because while UK schools do have some great teachers and resources to support the learning of mathematics, it is generally not used on high-ability pupils and focused almost exclusively on middle-ability pupils. Our top students are leaving secondary school having not being pushed to their full potential in mathematics because there's no immediate incentive for the school to do so.
Schools are ranked in league tables, and this is the all-important metric for schools. These rankings are decided by the number of students who get a grade between A* and C in the GCSEs (or equivalent). The more students who get an C grade or above, the better a school's league table position. This means that schools focus on getting students currently working at a D grade level up to a C grade, at the expense of students already over the C-grade threshold. The resulting strategic increase in grades, for even a handful of students, can make a big difference to a school's league table position.Schools are ranked in league tables, and this is the all-important metric for schools. These rankings are decided by the number of students who get a grade between A* and C in the GCSEs (or equivalent). The more students who get an C grade or above, the better a school's league table position. This means that schools focus on getting students currently working at a D grade level up to a C grade, at the expense of students already over the C-grade threshold. The resulting strategic increase in grades, for even a handful of students, can make a big difference to a school's league table position.
In most schools, the best teachers are deployed into these so-call "C/D borderline" classes where students currently predicted a D grade are dragged over the line into a C grade. Schools even spend a disproportionate amount of their maths department budget on resources and running revision classes for these borderline students. It is money measurably well spent.In most schools, the best teachers are deployed into these so-call "C/D borderline" classes where students currently predicted a D grade are dragged over the line into a C grade. Schools even spend a disproportionate amount of their maths department budget on resources and running revision classes for these borderline students. It is money measurably well spent.
Students who have already crossed the magic C-grade line are considered to be safe and are, to some extent, forgotten. Every year there are many students who walk away with a B grade in GCSE mathematics who could have been pushed up to an A or A* grade easily if they had the same care and focus poured on them as their C/D classmates.Students who have already crossed the magic C-grade line are considered to be safe and are, to some extent, forgotten. Every year there are many students who walk away with a B grade in GCSE mathematics who could have been pushed up to an A or A* grade easily if they had the same care and focus poured on them as their C/D classmates.
The league table is a one-dimension metric that completely distorts teaching in schools. Imagine if football teams were ranked on such a limited measurement, if the league tables were based solely on how many players kicked the ball in each game with no indication of goals scored or games won. Football games would become a farcical form of keepy-up with attempts on goal considered a waste of effort. All rules are gamed, and this one would lead to a terrible game. Schools correctly are doing what is best according to the rules they are given. Unfortunately the rules do not treat all students' achievement equally.The league table is a one-dimension metric that completely distorts teaching in schools. Imagine if football teams were ranked on such a limited measurement, if the league tables were based solely on how many players kicked the ball in each game with no indication of goals scored or games won. Football games would become a farcical form of keepy-up with attempts on goal considered a waste of effort. All rules are gamed, and this one would lead to a terrible game. Schools correctly are doing what is best according to the rules they are given. Unfortunately the rules do not treat all students' achievement equally.
If schools had pressure from directions other than league tables, this would not be a problem. If parents were demanding that students, of all abilities, achieved their full potential in mathematics, schools would need to do more for the high-ability pupils. But mathematics is the only subject where I have seen parents defending how badly their offspring are doing at school. At parent-teacher nights, phrases such as, "Well, I was never any good at maths either" can be heard as an excuse for lacklustre results. In other subjects, parents want their children to achieve their full potential; in mathematics they're given a free pass to fail.If schools had pressure from directions other than league tables, this would not be a problem. If parents were demanding that students, of all abilities, achieved their full potential in mathematics, schools would need to do more for the high-ability pupils. But mathematics is the only subject where I have seen parents defending how badly their offspring are doing at school. At parent-teacher nights, phrases such as, "Well, I was never any good at maths either" can be heard as an excuse for lacklustre results. In other subjects, parents want their children to achieve their full potential; in mathematics they're given a free pass to fail.
As this report correctly points out, there is a cultural aspect to this as well. If society accepts that being bad at maths is OK, then schools will continue gaming the system and focusing on the middle-ability students. Until we use a more nuanced metric to reward schools, high-ability students will continue to be forgotten.As this report correctly points out, there is a cultural aspect to this as well. If society accepts that being bad at maths is OK, then schools will continue gaming the system and focusing on the middle-ability students. Until we use a more nuanced metric to reward schools, high-ability students will continue to be forgotten.
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