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Measurement as a Driver of Change and Improvement in Public Sector Delivery Ben Rimmer

Measurement as a Driver of Change and Improvement in Public Sector Delivery Ben Rimmer Deputy Secretary, Strategic Policy and Implementation. 20 November 2008. 5%. School effectiveness appears to vary widely across sectors and socio-economic status.

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Measurement as a Driver of Change and Improvement in Public Sector Delivery Ben Rimmer

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  1. Measurement as a Driver of Change and Improvement in Public Sector Delivery Ben Rimmer Deputy Secretary, Strategic Policy and Implementation 20 November 2008

  2. 5% School effectiveness appears to vary widely across sectors and socio-economic status School effectiveness measure based on VCE scores, by mean school SES and sector – Victoria (2000) • Analysis shows: • Wide variance in school performance, not related to incoming aptitude or SES • Many government schools perform very well, in fact 39% of government schools perform above the median for independent schools • A number of independent and government schools perform poorly • Catholic schools are more closely grouped around expected outcomes Source: S. Lamb, D. Jesson, R. Rumberger and R. Teese, School Performance and Value-adding: Results From Analysis of School Effectiveness (2004)

  3. , Evidence-based targets and public accountability have contributed to falling NHS waiting lists Thousands of people waiting specified number of months from GP referral, United Kingdom Source: UK Department of Health (2006) Hospital and NHS Performance

  4. Educational equity varies widely between countries High Social background & reading literacy (PISA 2000) Finland Canada Reading literacy This gap is in the order of 3 years of schooling Australia Germany Steeper slope = less equitable results Social Advantage Low PISA Index of social background Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 8.1, p.308

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