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School quality ratings are weak predictors of students' achievement and well-being

Research output: Contribution to journalArticlepeer-review

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School quality ratings are weak predictors of students' achievement and well-being. / von Stumm, Sophie; Smith-Woolley, Emily; Cheesman, Rosa; Pingault, Jean-Baptiste; Asbury, Kathryn; Dale, Philip S; Allen, Rebecca; Kovas, Yulia; Plomin, Robert.

In: Journal of Child Psychology & Psychiatry, Vol. 62, No. 3, 13276, 25.02.2021, p. 339-348.

Research output: Contribution to journalArticlepeer-review

Harvard

von Stumm, S, Smith-Woolley, E, Cheesman, R, Pingault, J-B, Asbury, K, Dale, PS, Allen, R, Kovas, Y & Plomin, R 2021, 'School quality ratings are weak predictors of students' achievement and well-being', Journal of Child Psychology & Psychiatry, vol. 62, no. 3, 13276, pp. 339-348. https://doi.org/10.1111/jcpp.13276

APA

von Stumm, S., Smith-Woolley, E., Cheesman, R., Pingault, J-B., Asbury, K., Dale, P. S., Allen, R., Kovas, Y., & Plomin, R. (2021). School quality ratings are weak predictors of students' achievement and well-being. Journal of Child Psychology & Psychiatry, 62(3), 339-348. [13276]. https://doi.org/10.1111/jcpp.13276

Vancouver

von Stumm S, Smith-Woolley E, Cheesman R, Pingault J-B, Asbury K, Dale PS et al. School quality ratings are weak predictors of students' achievement and well-being. Journal of Child Psychology & Psychiatry. 2021 Feb 25;62(3):339-348. 13276. https://doi.org/10.1111/jcpp.13276

Author

von Stumm, Sophie ; Smith-Woolley, Emily ; Cheesman, Rosa ; Pingault, Jean-Baptiste ; Asbury, Kathryn ; Dale, Philip S ; Allen, Rebecca ; Kovas, Yulia ; Plomin, Robert. / School quality ratings are weak predictors of students' achievement and well-being. In: Journal of Child Psychology & Psychiatry. 2021 ; Vol. 62, No. 3. pp. 339-348.

Bibtex - Download

@article{a133ad73fc0d4bbb8cb97581f90f3237,
title = "School quality ratings are weak predictors of students' achievement and well-being",
abstract = "BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement.METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16.RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03.CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools.",
author = "{von Stumm}, Sophie and Emily Smith-Woolley and Rosa Cheesman and Jean-Baptiste Pingault and Kathryn Asbury and Dale, {Philip S} and Rebecca Allen and Yulia Kovas and Robert Plomin",
note = "{\textcopyright} 2020 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.",
year = "2021",
month = feb,
day = "25",
doi = "10.1111/jcpp.13276",
language = "English",
volume = "62",
pages = "339--348",
journal = "Journal of Child Psychology & Psychiatry",
issn = "0021-9630",
publisher = "Wiley-Blackwell",
number = "3",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - School quality ratings are weak predictors of students' achievement and well-being

AU - von Stumm, Sophie

AU - Smith-Woolley, Emily

AU - Cheesman, Rosa

AU - Pingault, Jean-Baptiste

AU - Asbury, Kathryn

AU - Dale, Philip S

AU - Allen, Rebecca

AU - Kovas, Yulia

AU - Plomin, Robert

N1 - © 2020 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

PY - 2021/2/25

Y1 - 2021/2/25

N2 - BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement.METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16.RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03.CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools.

AB - BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement.METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16.RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03.CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools.

U2 - 10.1111/jcpp.13276

DO - 10.1111/jcpp.13276

M3 - Article

C2 - 32488912

VL - 62

SP - 339

EP - 348

JO - Journal of Child Psychology & Psychiatry

JF - Journal of Child Psychology & Psychiatry

SN - 0021-9630

IS - 3

M1 - 13276

ER -