Martin Thrupp

School composition and peer effects

Abstract Despite over 30 years of research into the effects of school composition or “mix,” there is remarkably little consensus over the nature and size of school compositional and peer effects. Developing an analytical review of international research in this area, this chapter begins by discussing conceptual and methodological problems related to theorising school compositional effects. A model is developed through which the adequacy of existing studies for capturing compositional effects can be judged. This model helps to explain why existing studies have failed to reach consensus since the modelling techniques vary and none approach the adequacy criteria articulated in the model. Qualitative research can go a long way towards illuminating the subtle processes that are likely to underlie school compositional effects. The inherent difficulties in “measuring” elements of compositional effects have left debate around the importance of school compositional effects open to political and ideological considerations, since the outcomes of key policy decisions such as school choice, effectiveness, and accountability depend on the findings.

TAKING SCHOOL CONTEXTS MORE SERIOUSLY: THE SOCIAL JUSTICE CHALLENGE

ABSTRACT:  Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing concern to recognise and understand context in school effectiveness and school improvement research but such research needs to consider school context much more, in order to provide a stronger underpinning for contextualised policy and practice. School composition research is potentially most insightful because it addresses the issue most directly. Nevertheless future large-scale studies in this area need to overcome a number of limitations within the existing literature.

Sociological and Political Concerns about School Effectiveness Research: Time for a New Research Agenda

In recent years school effectiveness research (SER) has become increasingly criticised for being a socially and politically decontextualised body of literature which provides support for inequitable educational reforms. This article demonstrates that SER proponents have not responded much to these criticisms and suggests that this is primarily because they do not share the same epistemological commitments as their critics. Nevertheless it is argued that the concerns of critics should be taken seriously by SER proponents because they speak powerfully to a number of key problem areas within the SER field. Three such areas are discussed: the overclaiming of SER; the continued undertheorising of SER, and the inability of SER to control the political use of its findings. The article concludes by noting that some SER researchers are attempting to connect more with the sociological and political concerns of their critics and argues that this has to be the key SER agenda for the future.

The School Mix Effect: the history of an enduring problem in educational research, policy and practice

The contextual effect of the social class mix of a schools intake has been identified in several recent studies as having an important influence on individual academic performance, particularly for working class students. However the effect, if genuine, is poorly understood. This paper reviews the history of research into this concept since the sixties, examining how political, ideological and methodological considerations have influenced research to create our current ignorance of the effects of school mix. On the basis of this review, it is argued that (i), there is at least a prima‐facie case for the existence of a significant school mix effect: and (ii), that given the limitations of past approaches, the most rewarding direction for future research would be to explore likely causal mechanisms through micro‐level analysis. Some ways in which causal mechanisms relating to student subcultures might begin to be theorised are suggested.

Recent school effectiveness counter-critiques : Problems and possibilities

As part of continuing debate over school effectiveness research (SER), this article examines the recent responses of several school effectiveness researchers to the concerns of their critics. Issues examined include the complexity of the debate over SER, the value of pragmatism, the impact of social class, the significance of methodological problems, the value of current attempts to theorise SER, the relationship of SER to educational politics and policy-making, the politics of doing SER, and the claimed achievements of SER. The discussion highlights a number of continuing tensions surrounding SER but also suggests that, if taken at face value, the counter-critiques are often not taking the arguments of critics seriously. Nevertheless, with substantial concerns about SER now being aired from positions within as well as beyond SER, a shift in the nature of SER seems likely.

School-level Education Policy under New Labour and New Zealand Labour: A Comparative Update

This article compares the school-level education policies of the Labour-led coalition government elected in New Zealand in late 1999 with those of New Labour in England. It illustrates that the policies being introduced by the Labour coalition have been generally less managerial and market-oriented than New Labours even though neo-liberal pressures are likely to constrain what appears to be a shift to the left in New Zealand. The difference between the two settings is explained through reference to party political and contextual factors and policy and research implications are also discussed.

The art of the possible: organizing and managing high and low socioeconomic schools

The extent to which school mix ‐‐ the social class composition of schools ‐‐ influences school processes and student achievement has long been a matter of dispute. Drawing on a comparative ethnography of four New Zealand secondary schools, this article suggests that school mix probably does impact on school organizational and management processes so as to drag down the academic effectiveness of schools in low socioeconomic settings and boost effectiveness in middle‐class settings. Evidence of daily routines, curriculum management and guidance and discipline matters being influenced by school mix is discussed. The article provides a framework for explaining why school mix might influence school organization and management and suggests implications for decentralization, educational markets and school evaluation.

Education Policy and Social Class in England and New Zealand: An Instructive Comparison.

This article explores the ‘middle-class pressure thesis’, the extent to which recent education policy in England under New Labour may be shaped by the need to respond to an increasingly large and anxious middle class. It discusses why the intensification of middle-class pressure on education policy in England could be expected and outlines how New Labours education policies can be seen as a response to that pressure. In the latter part of the article the case of New Zealand is used to ‘speak back’ to the middle-class pressure thesis in England. New Zealand highlights the potent influence of Englands historic and recent class context on policy by demonstrating a setting where market policies have been embraced by policy makers but where class has played a less important role. The article suggests that although the means by which social class at the local level might act back on and help shape the direction of national education policy will be difficult to investigate, it would be a rewarding direction for future policy research related to social class.

‘Schools can make a difference’ – but do teachers, heads and governors really agree?

While policy makers and school effectiveness researchers often insist that schools can make a substantial difference to student achievement, it is less clear whether school staff themselves really believe this. This paper draws on qualitative research in New Zealand schools where teachers, principals (heads) and trustees (governors) were asked how accountable they felt school staff could actually be for student outcomes. In contrast to official discourses about the responsibilities of teachers, the often complex responses of those interviewed illustrated relatively modest expectations of the ability of schools to affect student outcomes. The findings suggest that school staff have yet to take to heart the school effectiveness research catchcry that ‘schools can make a difference’ but that they also struggle to avoid a deficit approach without a stronger sociological understanding of the reasons for student failure.

Why meddling is necessary: a response to Teddlie, Reynolds, Townsend, Scheerens, Bosker & Creemers

A large proportion of the articles and commentaries contributed by Teddlie, Reynolds, Townsend, Scheerens, Bosker and Creemers in the recent Special Issue on “Twenty Years of School Effectiveness Research” were taken up with defending SER – school effectiveness research (Reynolds & Teddlie, 2001; Scheerens, Bosker, & Creemers, 2001; Teddlie & Reynolds, 2001; Townsend, 2001). Although I often disagreed with the defending arguments, and was left bemused by some, they generally did help to clarify SER perspectives in a way which will be very useful for future analysis. Obviously there is a lot to reply to, but in this short response I want to (i) make a few general comments; (ii) summarise a more extended discussion of Reynolds and Teddlies arguments provided elsewhere; and (iii) also comment briefly on the contributions by Townsend and Scheerens and colleagues.