School improvement: Can you buck the trend?
In my last post I discussed the natural volatility of GCSE results and the predictably random nature of results over the long-term. I ended by saying, "The agenda for school improvement has to move away from endlessly pouring over data looking for patterns that don’t exist. We need to find new – better – ways to hold schools to account and come up with new definitions of what school improvement means." Interestingly, two readers got in touch to cite the example of Michaela School as a potential outlier. Obviously, Michaela's first cohort are still a number of years away from sitting [...]
