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Atkinson review - Education

An overview of findings and recommendations from the Atkinson Review on education measurement, highlighting coverage, quality, and productivity. Includes insights on pupil attainment, teacher quality, and proposed improvements for data collection and analysis.

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Atkinson review - Education

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  1. Atkinson review - Education Eurostat workshop 26 May 2005 Presenter: Janet Snelling

  2. Education Measurement • Pre Atkinson Review • classification, measurement • Review findings • coverage, quality • Atkinson review recommendations • eight recommendations for Education • Developments in National Accounts 2005 • changes into Blue Book 2005 • Developments planned for next year • productivity article, measuring quality

  3. Measures in BB2004 • General Government provides: Weighted by costs of each type of output in the base year

  4. Review Findings - Coverage • Requirement: • Include all services provided to external users • Outputs as detailed as possible, and should be quality adjusted • Weight by costs of each type of output in the base year • Findings: • Near complete coverage of schools and courses by type, cost-weighted • Problem areas: • School output measure • Quality adjustment • Centrally funded schools • Health education courses • Free nursery places vouchers • Initial Teacher Training (ITT) courses • Include Devolved Administrations (DA)

  5. Review Findings - Quality • Pupil Attainment • Worked with English Department for Education and Skills (DfES) • Examined measures of output based on performance of pupils • Assessments and Exams in England at age 7, 11, 14, 16 • Actual results or progress since previous test • Issues: • Exam results don’t capture all education output • External influences on exam results • “Value” of Exam result

  6. Review Findings - Quality • Teacher Quality • England Ofsted reports • School inspection reports on each school at least every 6 years • Reports grade each school on quality of school and teachers Issues: • Inspection procedure changes, grade changes • Fit for purpose? • Class size • Reduced class sizes, increased teachers and teacher support assistants, and IT resources Issues: • Reviewed research on class size show mixed results • Input measure • Education Department opposed

  7. Atkinson Recommendations 1-3 • Eight education recommendations 1 Pupil attendance, rather than number of pupils, as the volume measure of output, school cost weights updated annually. 2 Update and revise the quality adjustment factor for schools, using later information about GCSE results, if possible use all parts of the UK. 3 Work on a longer term revision of the quality adjustment for schools output.

  8. Atkinson Recommendations 4-6 • New/improved output measures: 4 New measure for Initial Teacher Training courses, using a cost weighted index of student numbers. 5 Health professional education output measure updated using total student numbers, cost weighted by type of course 6 New output measure for publicly funded private nursery places. • And work towards including: • information from Devolved Administrations • a quality adjustment.

  9. Atkinson Recommendations 7-8 • ONS and the UK Education departments to: 7 Improve accuracy, timeliness and classification of figures, and suitable deflators to measure volume of spending 8 Analyse education output and productivity change - published in ONS productivity articles and through development of a satellite account for human capital resource formation.

  10. Developments in 2005 • Changes included in National Account BB05 • Pupil attendance • School cost weights updated annually - in line with annual chain linking • Some Devolved Administrations data • Improved Health Education data • New ITT output measure • Nursery places re-classified and new output measure

  11. Developments planned • Work with DfES and other educational groups • action plan and meetings • Improve data collection and process • particularly devolved administrations • Produce Productivity Article • measuring output, inputs and productivity • other indicators of productivity and quality • Further work on quality measurement • particularly schools but also other education

  12. Work with DfES and suppliers • Work with English Education Department (DfES) • Action plans • Regular meetings and communication • DfES paper on Measuring Education Output • Contact with Devolved Administrations • Work to include Devolved Administration data for BB06 • Work with other data suppliers (TTA, DH) • Agree work plans for supply and quality assurance of data for National Accounts BB06.

  13. Data collection and process • 1 Collect output and expenditure data from sources • By type of school or course Expenditure Output measure Schools No. pupils (fte) Pupil absence % Nursery free places No. places filled ITT No. students Health Profession No. students • 2 UK compiled from England, Scotland, Wales, N Ireland, or England as proxy • 3 Quality adjust output measure (currently 0.25% for schools) • 4 Cost weight output, annually updated costs

  14. Produce Productivity Article • ONS Article on Education Productivity • Planning for first article later in 2005 • Compare different methods measuring output and input • Use of new deflators • Implied productivity • Discuss quality adjusted measurement • Other measures of education quality and productivity

  15. Work on quality measurement: • Quality measurement for schools: • Pupil attainment • England education system • GCSE results, Assessments at key stages • Pupil progress • Issues • ‘Value’ of exam results • Measuring nursery (3-4 year olds) in schools • Measuring 6th form (16-18 year olds) in schools • 14-19 agenda • more flexible/ vocational education for 14 -19 year olds • Devolved Administrations • different school assessment and recording systems

  16. Value of Education • Pupils’ expected earnings • Earnings for different levels of attainment • Information on earnings and education attainment • Use UK Labour Force Survey • GCSE results: 5 GCSEs at A* to C grades • Issues: • Appropriate? • Survey limitation • 5 GCSEs at A* to C is top 50% of cohort, can’t breakdown further • Need to apportion benefits between achievement at compulsory schooling and further education • compulsory(11 years), FE (2 years) and HE (3 or more years)

  17. Summary • UK Education Output measurement • AR findings • AR recommendations • Changes into BB05 • Planned work • Work with DfES and other educational groups • Improve data collection and process • Produce Productivity Article • Further work on quality measurement

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