The effective mathematics department: adding value and increasing participation?
Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article I develop multi-level models u...
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| Format: | Article |
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Taylor and Francis
2012
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| Online Access: | https://eprints.nottingham.ac.uk/27780/ |
| _version_ | 1848793436954558464 |
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| author | Noyes, Andrew |
| author_facet | Noyes, Andrew |
| author_sort | Noyes, Andrew |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article I develop multi-level models using datasets from the UK Department for Education’s National Pupil Database (NPD) in order to explore 1) school effects upon student progress in mathematics from age 11-16 in England, and 2) student participation in advanced level mathematics over the following two years. These analyses highlight between-school variation in the difference between mathematical and general academic progress. Furthermore, the between–school differences in post-compulsory mathematics participation are large. Importantly, there is no evidence to suggest that schools/departments with higher ‘contextual value added’ from 11-16, a key measure in government accountability processes in England, are also more effective in recruiting and retaining students in post-16 advanced mathematics courses. |
| first_indexed | 2025-11-14T19:00:17Z |
| format | Article |
| id | nottingham-27780 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:00:17Z |
| publishDate | 2012 |
| publisher | Taylor and Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-277802020-05-04T16:33:38Z https://eprints.nottingham.ac.uk/27780/ The effective mathematics department: adding value and increasing participation? Noyes, Andrew Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article I develop multi-level models using datasets from the UK Department for Education’s National Pupil Database (NPD) in order to explore 1) school effects upon student progress in mathematics from age 11-16 in England, and 2) student participation in advanced level mathematics over the following two years. These analyses highlight between-school variation in the difference between mathematical and general academic progress. Furthermore, the between–school differences in post-compulsory mathematics participation are large. Importantly, there is no evidence to suggest that schools/departments with higher ‘contextual value added’ from 11-16, a key measure in government accountability processes in England, are also more effective in recruiting and retaining students in post-16 advanced mathematics courses. Taylor and Francis 2012-07-05 Article PeerReviewed Noyes, Andrew (2012) The effective mathematics department: adding value and increasing participation? School Effectiveness and School Improvement, 24 (1). pp. 87-103. ISSN 0924-3453 mathematics attainment participation multilevel modelling http://www.tandfonline.com/10.1080/09243453.2012.689145 doi:10.1080/09243453.2012.689145 doi:10.1080/09243453.2012.689145 |
| spellingShingle | mathematics attainment participation multilevel modelling Noyes, Andrew The effective mathematics department: adding value and increasing participation? |
| title | The effective mathematics department: adding value and increasing participation? |
| title_full | The effective mathematics department: adding value and increasing participation? |
| title_fullStr | The effective mathematics department: adding value and increasing participation? |
| title_full_unstemmed | The effective mathematics department: adding value and increasing participation? |
| title_short | The effective mathematics department: adding value and increasing participation? |
| title_sort | effective mathematics department: adding value and increasing participation? |
| topic | mathematics attainment participation multilevel modelling |
| url | https://eprints.nottingham.ac.uk/27780/ https://eprints.nottingham.ac.uk/27780/ https://eprints.nottingham.ac.uk/27780/ |