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Closing the gapEvidence-based use of the pupil premium
Robert Coe
Closing the Gap in North Yorkshire, Harrogate, 27 June 2014
@ProfCoewww.twitter.com/ProfCoe
∂
Outline What can research tell us about the likely
impacts and costs of different strategies? How do we implement these strategies to …
1. Focus on what matters
2. Change classroom practice
3. Target areas of need
4. Produce demonstrable benefits
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Improving Education: A triumph of hope over experiencehttp://www.cem.org/attachments/publications/ImprovingEducation2013.pdf
Evidence about the effectiveness of different strategies
3
∂
Impact vs cost
Cost per pupil
Eff
ect
Siz
e (
mon
ths
gain
)
£00
8
£1000
Meta-cognitive
Peer tutoringEarly Years
1-1 tuitionHomework (Secondary)
Teaching assistants
Mentoring
Summer schools After
school
AspirationsPerformance pay
Smaller classes
Setting
Most promising for raising attainment
May be worth it
Small effects /
high cost
Feedback
Phonics
Homework (Primary)
CollaborativeSmall gp
tuition Parental involvement
Individualised learning
ICT
Behaviour
Social
www.educationendowmentfoundation.org.uk/toolkit
∂
Clear, simple advice:
Choose from the top left Go back to school and do it
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For every complex problem there is an answer that is clear, simple, and wrong
H.L. Mencken
∂
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Why not?
We have been doing some of these things for a long time, but have generally not seen improvement
We do not know how to get large groups of teachers and schools to implement these interventions in ways that are – faithful, – effective– sustainable
So what should we do?
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∂
Four steps to improvement
1. Focus on what matters– Think hard about learning
2. Change classroom practice– Invest in good professional development
3. Target areas of need– Evaluate teaching quality
4. Produce demonstrable benefits– Evaluate impact of changes
1. Focus on what mattersThink hard about learning
∂
True or false?1. Reducing class size is one of the most
effective ways to increase learning [evidence]
2. Differentiation and ‘personalised learning’ resources maximise learning [evidence]
3. Praise encourages learners and helps them persist with hard tasks [evidence]
4. Technology supports learning by engaging and motivating learners [evidence]
5. The best way to raise attainment is to enhance motivation and interest [evidence]
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∂
Impact vs cost
Cost per pupil
Eff
ect
Siz
e (
mon
ths
gain
)
£00
8
£1000
Meta-cognitive
Peer tutoringEarly Years
1-1 tuitionHomework (Secondary)
Teaching assistants
Mentoring
Summer schools After
school
AspirationsPerformance pay
Smaller classes
Setting
Most promising for raising attainment
May be worth it
Small effects /
high cost
Feedback
Phonics
Homework (Primary)
CollaborativeSmall gp
tuition Parental involvement
Individualised learning
ICT
Behaviour
Social
www.educationendowmentfoundation.org.uk/toolkit
∂
Poor Proxies for Learning Students are busy: lots of work is done (especially written
work) Students are engaged, interested, motivated Students are getting attention: feedback, explanations Classroom is ordered, calm, under control Curriculum has been ‘covered’ (ie presented to students
in some form) (At least some) students have supplied correct answers,
even if they– Have not really understood them– Could not reproduce them independently– Will have forgotten it by next week (tomorrow?)– Already knew how to do this anyway
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Learning happens when people have
to think hard
A better proxy for learning?
∂
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Hard questions about your school
How many minutes does an average pupil on an average day spend really thinking hard?
Do you really want pupils to be ‘stuck’ in your lessons?
If they knew the right answer but didn’t know why, how many pupils would care?
2. Change classroom practiceInvest in effective CPD
∂
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Improving Teaching
Teacher quality is what matters We need to focus on teacher learning Teachers learn just like other people
–Be clear what you want them to learn–Get good information about where
they are at–Give good feedback
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How do we get students to learn hard things?
Eg Place value Persuasive
writing Music
composition Balancing
chemical equations
• Explain what they should do• Demonstrate it• Get them to do it (with
gradually reducing support)• Provide feedback • Get them to practise until it is
secure• Assess their skill/
understanding
∂
How do we get teachers to learn hard things?
Eg Using formative
assessment Assertive
discipline How to teach
algebra
• Explain what they should do
∂
Intense: at least 30 contact hours, preferably 50 Sustained: over at least two terms Content focused: on teachers’ knowledge of
subject content & how students learn it Active: opportunities to try it out & discuss Supported: external feedback and networks to
improve and sustain Evidence based: promotes strategies
supported by robust evaluation evidence
What CPD helps students?
Do you do
this?
3. Target areas of needEvaluate teaching quality
∂
Why monitor teaching quality? Good evidence of (potential) benefit from
– Performance feedback (Coe, 2002)– Target setting (Locke & Latham, 2006)– Accountability (Coe & Sahlgren, 2014)
Individual teachers matter most Teachers typically stop improving after 3-5 years Everyone can improve Judging real quality/effectiveness is very hard
– Multidimensional– Not easily visible– Confounded
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Monitoring the quality of teaching Progress in assessments
– Quality of assessment matters (cem.org/blog)– Regular, high quality assessment across curriculum (InCAS, INSIGHT
)
Classroom observation– Much harder than you think! (cem.org/blog)– Multiple observations/ers, trained and QA’d
Student ratings– Extremely valuable, if done properly (http://
www.cem.org/latest/student-evaluation-of-teaching-can-it-raise-attainment-in-secondary-schools)
Other– Parent ratings feedback– Student work scrutiny– Colleague perceptions (360)– Self assessment– Pedagogical content knowledge
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Teacher Assessment How do you know that it has captured
understanding of key concepts?– vs ‘check-list’ (eg ‘;’=L5, 3 tenses=L7)
How do you know standards are comparable?– Across teachers, schools, subjects– Is progress good?
How have you resolved tensions from teacher judgments being used to judge teachers?– Summative assessment includes teacher feedback
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Lesson Observation
1. Two teachers observe the same lesson, one rates it ‘Inadequate’. What is the probability the other will agree?
a) 10% b) 40% c) 60% d) 80%
2. An observer judges a lesson ‘Outstanding’. What is the probability that pupils are really making sustained, outstanding progress?
a) 5% b) 30% c) 50% d) 70%
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www.cem.org/blog
∂
Evidence-Based Lesson Observation
Behaviour and organisation– Maximise time on task, engagement, rules & consequences
Classroom climate– Respect, quality of interactions, failure OK, high
expectations, growth mindset
Learning– What made students think hard?– Quality of: exposition, demonstration, scaffolding, feedback,
practice, assessment– What provided evidence of students’ understanding?– How was this responded to? (Feedback)
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4. Produce demonstrable benefitsEvaluate impact of changes
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A research-engaged school Draws on knowledge and understanding of
research to inform – Pedagogical practice– Decisions about strategy and policies– Attempts to implement and embed more effective
practices
Robustly evaluates – Its ongoing performance on a range of outcomes– The impact of any changes made
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Clear, well defined, replicable intervention
Good assessment of appropriate outcomes
Well-matched comparison group
EEF DIY
Evaluatio
n Guide
Key elements of good evaluation
What could
you evaluate?
∂
RISE: Research-leads Improving Students’ Education
With Alex Quigley, John Tomsett, Stuart Kime Based around York RCT: 20 school leaders trained in research, 20 controls Contact: [email protected]
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Summary …
1. Think hard about learning
2. Invest in good CPD
3. Evaluate teaching quality
4. Evaluate impact of [email protected]
www.cem.org
@ProfCoe
