Ratings and rankings: Voodoo or Science?

Composite indicators aggregate a set of variables using weights which are understood to reflect the variables' importance in the index. In this paper we propose to measure the importance of a given variable within existing composite indicators via Karl Pearson's `correlation ratio'; we call this measure `main effect'. Because socio-economic variables are heteroskedastic and correlated, (relative) nominal weights are hardly ever found to match (relative) main effects; we propose to summarize their discrepancy with a divergence measure. We further discuss to what extent the mapping from nominal weights to main effects can be inverted. This analysis is applied to five composite indicators, including the Human Development Index and two popular league tables of university performance. It is found that in many cases the declared importance of single indicators and their main effect are very different, and that the data correlation structure often prevents developers from obtaining the stated importance, even when modifying the nominal weights in the set of nonnegative numbers with unit sum.Comment: 28 pages, 7 figure

Resumos do IX Congresso Internacional de Educação Física e Motricidade Humana XV Simpósio Paulista de Educação Física (IX CIEFMH e XV SPEF)

Resumos do IX Congresso Internacional de Educação Física e Motricidade Humana XV Simpósio Paulista de Educação Física (IX CIEFMH e XV SPEF) - Vol I

Women secondary head teachers in England: where are they now?

The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty

To what extent is behaviour a problem in English schools?:Exploring the scale and prevalence of deficits in classroom climate

The working atmosphere in the classroom is an important variable in the process of education in schools, with several studies suggesting that classroom climate is an important influence on pupil attainment. There are wide differences in the extent to which classroom climate is considered to be a problem in English schools. Some ‘official’ reports suggest that behaviour in schools is ‘satisfactory or better’ in the vast majority of schools; other sources have pointed to behaviour being a serious and widespread problem. The paper details four studies conducted over the past decade which aimed to explore these disparities. The aim of the research was to gain a more accurate insight into the extent to which deficits in classroom climate limit educational attainment and equality of educational opportunity in English schools. The findings question the suggestion that behaviour is satisfactory or better in 99.7% of English schools and the concluding section suggests ways in which deficits in classroom climate might be addressed. Although the study is limited to classrooms in England, OECD studies suggest that deficits in the working atmosphere in classrooms occur in many countries. The study therefore has potential relevance for education systems in other countries