Why Are Educational Standards So Resistant to Reform? An Examination of School Mathematics in England

• In Event: Informing Policy and Influencing Practice: Messages From Cross-Disciplinary Research on Science and Mathematics Education

Abstract

Across the world over the past 30 years there have been concerted reform initiatives directed at raising attainment in school mathematics. Much of this has been influenced by the standards debate in the United States (e.g., NCTM, 2000). In England, these reform initiatives have included the introduction of a National Curriculum, National Testing and a rigorous school accountability and inspection regime. During the period national examination results at age 16, the end of compulsory schooling in England,have shown steady and substantial rises. However, the increase in England’s TIMSS performance has been much more modest (Sturman et al, 2009), whilstPISA results have fallen (Bradshaw et al, 2010). Other independent measures of attainment suggest that that the increases in examination results do not reflect significant increases in genuine mathematical understanding (e.g., Shayer et al, 2007; Williams et al, 2007). Findings from the Increasing Student Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) study suggest that attainment has changed relatively little since the 1970s. Findings from the National Assessment of Educational Progress (NAEP) suggest that the situation in the US is similar to that in England (e.g., Kloosterman, 2010).

In this paper, we discuss this problem of educational standards over time and why, despite considerable attention at the policy level, there has been such limited change. We firstly present ICCAMS findings of students’ attainment, comparing these to 30 years ago. The analysis draws on a large-scale survey of the attainment of 11-14 year olds in algebra and multiplicative reasoning. The survey uses tests of algebra, ratio and decimal number developed during the 1970s in the Concepts in Secondary Mathematics and Science (CSMS) study (Hart, 1981).Over two summers in 2008 and 2009, tests were administered to a sample of approximately 6000 students from 19 schools randomly selected using the MidYIS database (Tymms& Coe, 2003). The composition of this group is representative of the English population, as was the sample used in the 1970s, allowing a direct comparison with students’ conceptual understandings over the 30-year period.

We then examine policy and practice in mathematics education in England over the past 30 years. This analysis draws on research directly examining the impact of national policies in the UK (e.g., Brown et al, 2003; Earl et al, 2003; Johnson and Millett, 1996). We then consider how this analysis relates to the US (e.g., Cuban, 1993) and consider the lessons from other systems internationally (e.g., Askew et al, 2010). Finally, we suggest ways in which policy and research could be better directed at improving educational standards.

Authors

• Jeremy Hodgen, Kings College, London

• Margaret Brown, King's College London

• Dietmar Kuchemann, King's College London

• Robert Coe, Durham University