A Competitive Edge: examination results and the probable limits of secondary school effectiveness

Abstract

This paper provides some estimates of the probable limits of secondary school effectiveness measured in terms of public examination results. Using data from several British local education authorities, the analysis demonstrates that knowing something about the intakes to secondary schools, either in terms of measures of social background or prior attainments, yields good predictions of subsequent outcomes measured in terms of fifth‐year examination performance. At the same time, it suggests that there is still scope for school effects to operate. Previous research on American high schools by Jencks and others seems somewhat to under‐estimate the likely effects of differences between secondary schools in Britain; Rutter's more recent research on inner London schools, in contrast, probably overestimates them. The paper concludes that by attending one of the ‘more effective’ secondary schools in the state sector pupils secure a ‘competitive edge’ in terms of examination results over their less fortunate counterparts attending ‘less effective’ schools. This ‘competitive edge’ is roughly equivalent to that which Halsey's recent research on educational opportunities has suggested has accrued, for much of the post‐war period, to pupils attending independent schools.