Friday, 19 September 2008

There was an interesting article in the TES this week...

The double page spread highlighted an alternative to our increasingly complex performance tables with this year nine extra columns covering everything from the performance of the most able students at Key Stage 3 to the value-added Post-16. The tables will now have up to 44 different indicators and everyone is asking how useful and helpful these tables will be to anyone.

The article recognises that we cannot escape from accountability so perhaps we should look at the balanced scorecard approach in New York. The system has five aspects that could prove useful:
  • it is outcomes based;
  • it combines transparency with complexity;
  • it is focused;
  • it provides an incentive for schools to improve attainment for the most deprived;
  • it supports a bottom-up approach to school impprovement.
The New York balanced scorecard reports on schools under four headings:
  • school environment (15%);
  • student performance (30%);
  • student progress (55%);
  • closing the achievement gap.
The New York scorecard was developed in collaboration with school leaders, teachers, parents, community leaders and researchers. Perhaps we should all find out more and look at how we might develop our own balanced scorecard.

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