The effective mathematics department: adding value and increasing participation?

Noyes, Andrew (2012) The effective mathematics department: adding value and increasing participation? School Effectiveness and School Improvement, 24 (1). pp. 87-103. ISSN 0924-3453

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Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article I develop multi-level models using datasets from the UK Department for Education’s National Pupil Database (NPD) in order to explore 1) school effects upon student progress in mathematics from age 11-16 in England, and 2) student participation in advanced level mathematics over the following two years. These analyses highlight between-school variation in the difference between mathematical and general academic progress. Furthermore, the between–school differences in post-compulsory mathematics participation are large. Importantly, there is no evidence to suggest that schools/departments with higher ‘contextual value added’ from 11-16, a key measure in government accountability processes in England, are also more effective in recruiting and retaining students in post-16 advanced mathematics courses.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis Group in School Effectiveness and School Improvement on 05/07/2012, available online:
Keywords: mathematics, attainment, participation, multilevel modelling
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number:
Depositing User: Noyes, Andrew
Date Deposited: 07 Dec 2014 23:38
Last Modified: 04 May 2020 16:33

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