Differential School Effectiveness: results from a reanalysis of the Inner London Education Authority's Junior School Project Data

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Abstract
The paper reports the results of a reanalysis of data from a major longitudinal data base (the Inner London Education Authority's (ILEA) Junior School Project). Multilevel models are used to examine the extent of differential school effectiveness for reading and mathematics at entry (year 3) and at year 5, and the impact of pupil background characteristics. Differential school effectiveness is investigated for prior attainment in the two areas and for selected background characteristics. The results reveal the existence of differential effectiveness (differential school slopes) for both measures of prior attainment. No evidence of differential effectiveness for pupils of different groups (sex, social class, ethnicity) is found. The presentation of schools' test results is also examined. Raw test averages are compared with school‐level residuals from multilevel analyses. Marked differences in schools' rank positions are found and the implications for the publication of ‘league tables’ of schools' examination and National Curriculum assessment results are discussed.

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