130 likes | 295 Views
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
E N D
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
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
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
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
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
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
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
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.
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
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”