The first seven years at school |
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| Authors: | Peter Tymms Paul Jones Stephen Albone Brian Henderson |
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| Institution: | (1) CEM, Mountjoy 4, Science Site, Durham University, Durham, UK |
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| Abstract: | This paper assesses the cumulative long-term impact of successive years of high quality provision in schools. This was achieved
by looking at the consequences, up to the age of 11 (Year 6), of attending a school where there was high or low value-added
in each of the 7 years of primary education in England. Multi-level models for thousands of pupils were set up in which the
relative contribution of the school was estimated each year, as was the impact of attainment levels reached in each previous
year. The analyses indicated that: relative progress each year was important but progress in the earliest years was the most
important. Good progress in the first year at school was still detectable in the last year of primary schooling. Boosts or
setbacks to progress in one year can be added or subtracted to progress in another. The relative importance of school for
maths and reading were similar but smaller for vocabulary. The analyses suggest that teachers are of key importance when considering
educational effectiveness and the implication for policy makers and school effectiveness researchers are discussed.
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| Keywords: | Long-term impact Teacher effectiveness Value-added Cumulative effects |
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