Rethinking school performance: The need for a fairer evaluation system
When it comes to measuring school performance, we often rely on league tables and standardised assessments like Progress 8 scores. But what if these metrics only scratch the surface of what’s really going on?
A new report from the Northern Powerhouse Partnership—the Fairer School Index—argues that the traditional approach to evaluating schools ignores crucial contextual factors, which leads to misleading rankings and a skewed view of school quality.
Let’s explore the key findings of the Fairer School Index and why we need to rethink how we measure educational success — especially in regions as unique as ours.
The problem with current school performance measures
Current league tables and progress measures fail to take into account the diverse challenges that schools face. This includes factors such as local deprivation levels and other contextual challenges specific to different regions.
When schools in disadvantaged areas are compared to those in wealthier areas, the results often seem unfairly tilted. Schools in the North East, for example, can look underperforming when their pupils’ backgrounds are not considered, even though the schools are making significant strides given the context they work within.
The Fairer School Index seeks to address this problem by adjusting for a broader range of contextual factors, providing a more accurate picture of school performance.
Adjusting for context: The impact on school rankings
One of the most eye-opening revelations from the Fairer School Index is the dramatic change in school rankings when pupil background is factored in. According to the report, almost a quarter (23.7%) of schools nationwide would see their rankings shift by over 500 places if these contextual factors were properly accounted for.
This fact highlights how misleading the current league tables can be, particularly for schools in disadvantaged communities.
The high average Progress 8 scores seen in London, for example, drop by more than half when adjusting for pupil background. While the capital is often hailed for its “high-performing” schools, this performance is partly driven by factors like higher levels of parental engagement and better-funded schools in more affluent areas. When adjusted for these disparities, the supposed “London advantage” in school performance begins to look much less significant…
The North East: A clearer picture of progress
In contrast, the North East sees a significant improvement in its average Progress 8 score after adjusting for pupil background. Many schools in the region serve a higher proportion of deprived pupils, as well as a significant number of White British students, who often face additional challenges related to economic disadvantage.
When these factors are considered, it becomes clear that schools in the North East are performing better than previously thought, which comes as no surprise to Schools North East. This again highlights the importance of looking beyond raw scores and understanding the specific challenges each region faces.
The false narrative of the North-South divide
The Schools North East 2024 Manifesto draws attention to the harmful narrative of a North-South divide in school standards. For many painful years, the media and policymakers have perpetuated the idea that schools in the South of England are outperforming those in the North. This narrative is based on the flawed assumption that schools in the North are underperforming simply because of their location.
However, as the Fairer School Index confirms, this narrative is misleading. Schools in the North East are not inherently failing; rather, they are working with a different set of challenges. When these challenges are taken into account, the region’s schools are performing well in comparison to their peers across the country. And that’s something we should certainly be shouting from the rooftops.
Chris Zarraga, Director of Schools North East, said: ‘Current progress measures have unfairly
penalised schools serving disadvantaged communities, and the Fairer Schools Index shows the
extent to which this is the case.
“Recognising and mapping the North East scale of the contextual challenges is a matter of urgency, to ensure resources and funding reaches where need is highest and to effectively close the disadvantage gap in education.”
As the report shows, a more comprehensive, context-sensitive approach to evaluating school performance not only helps schools in the North East, but also ensures that schools across the country are fairly assessed. Only then can we truly begin to level the playing field and encourage success for all students, regardless of their background or where they live.