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Atkinson review - Education

Atkinson review - Education. Eurostat workshop 26 May 2005 Presenter: Janet Snelling. Education Measurement. Pre Atkinson Review classification, measurement Review findings coverage, quality Atkinson review recommendations eight recommendations for Education

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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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