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By Gorard Stephen Smith Emma

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In general, attitudes to school are also somewhat worse in countries with segregated systems. 07 for Netherlands. 18 for the United Kingdom. A similar, but slightly weaker, pattern applies to the construct ‘a sense of belonging to school’. 05. 08. 44 compared to 0 for Finland. Despite the incomplete nature of the pattern, there is enough evidence from the two PISA studies using these and other variables to suggest that segregated school systems could endanger pupils’ attitudes to schools and sense of belonging, and for no clear gain in outcome scores (as shown in Chapter 2).

Only 10% report that this was actually the case in their country. Conversely, only around 3% of pupils in France had reported wanting a system which gave more attention to the most able, whereas around 20% reported experiencing such a system. In the United Kingdom, most pupils want all pupils treated the same, and this is largely what they report experiencing. In France, Spain, Belgium and Italy, more pupils want greater attention for the least able but pupils in all countries also report actually experiencing somewhat greater attention for the most able.

When the CVA model works well), the residual score is zero and so the relative error in the result is infinite. As the achieved and predicted scores diverge the relative error in the residual tends to decline. But this then means that the CVA model, which is meant to make accurate predictions, is not working well. If the predictions are so far out that we can begin to ignore the error components is this better or worse for the school effectiveness model? In order to retain something like the relative error of 10% in the original scores, the CVA prediction would have to be out by a long way from the achieved result.

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