Schools working together improve exam results and widen inclusion
27 February 2007
When schools work together, GCSE results improve, particularly those of socially disadvantaged students.
New research from the Institute of Education, Open University and University of Aberdeen shows that when schools collaborate successfully, the GCSE results of disadvantaged students improve more than the national trend, thereby widening inclusion.
In areas where there was most collaboration, the GCSE scores of pupils entitled to free school meals increased by 0.6 of a grade more than the national average between 2002 and 2005.
The study, funded by the Department for Education and Skills, found that collaboration worked best in urban settings. It was especially successful when there was a low level of competition between schools, when schools were perceived to be under threat – for example, with possible closure – and when there was support from the local authority.
The researchers conclude that giving priority to collaboration is more important than aiming for specialist status. They recommend stronger incentives for collaboration, and, if funding is limited, concentrating it on a smaller number of schools.
Professor Rosalind Levacic from the Institute of Education comments: "Areas that put collaboration ahead of increasing specialisation generated more active collaborative cultures, greater shared professional development and increased educational attainment. Outcomes were better when money was spent on fewer schools rather than spread across a large number."
The team also calls for a stronger focus on students and what education is like for them. Surveys carried out for the study showed that collaboration was not perceived by students as having a positive effect on their educational experience. There was no evidence of increased curriculum choice as a result of collaboration or improved satisfaction with schooling. While the number of pupils involved in collaborative provision increased between 2002 and 2005, so did the proportion rating this as unhelpful.
The research team monitored collaboration and increasing specialisation between schools in six "pathfinding" areas between 2002 and 2006. More than 150 secondary schools were involved in urban and rural areas, with the size of initiatives varying from 10 to 76 schools.
Notes for editors
Further information from Helen Green, press officer, +44 (0)20 7612 6459, h.green@ioe.ac.uk
In the Diversity Pathfinders project, six local authorities set up their own pathfinding initiatives with DfES/LA funding to encourage groups of secondary schools to collaborate and to diversify and develop as specialist schools.
The report is available from www.dfes.gov.uk/research. Print copies of the full report, 'Diversity and Collaboration? Diversity Pathfinders Evaluation: Final Report' (RR826) - priced £4.95 - are available by writing to DfES Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ. Cheques should be made payable to "DfES Priced Publications". A free copy of the research brief (RB826) is available from the same address.
The research team are: Philip A Woods (University of Aberdeen), Rosalind Levacic, Jennifer Evans and Frances Castle (Institute of Education), and Ron Glatter and Deborah Cooper (The Open University).
The Institute of Education is a college of the University of London, specialising in teaching, research and consultancy in education and related areas of social science and professional practice.