School quality ratings are weak predictors of students’ achievement and well‐being

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Von Stumm, Sophie; Smith-Woolley, Emily; Cheesman, Rosa; Pingault, Jean-Baptiste; Asbury, Kathryn; Dale, Philip S.; Allen, Rebecca; Kovas, Yulia and Plomin, Robert. 2021. School quality ratings are weak predictors of students’ achievement and well‐being. Journal of Child Psychology and Psychiatry, 62(3), pp. 339-348. ISSN 0021-9630 [Article]

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Official URL: https://acamh.onlinelibrary.wiley.com/doi/10.1111/...

Abstract or Description

Background: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education (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, wellbeing, 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 wellbeing 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 poor predictors of school engagement and student wellbeing, with an average correlation of .03.

Conclusion: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation with students’ individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1111/jcpp.13276

Additional Information:

The authors gratefully acknowledge the on-going contribution of the participants in the Twins Early Development Study (TEDS) and their families. TEDS is supported by a program grant to RP from the UK Medical Research Council (MR/M021475/1 and previously G0901245), with additional support from the US National Institutes of Health (AG046938) and the European Commission (602768; 295366). R.P. is supported by a Medical Research Council Professorship award (G19/2). S.v.S. is supported by a Jacobs Foundation Early Career Fellowship (2017-2019). R.C. is supported by an ESRC studentship.

Keywords:

School quality; Ofsted; wellbeing; educational achievement; school engagement;

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