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dc.contributor.authorBanerjee, P
dc.date.accessioned2017-06-14T08:36:05Z
dc.date.issued2016-11-28
dc.description.abstractScience, technology, engineering, and mathematics (STEM) skills are very valuable for economic growth. However, the number of young people pursuing STEM learning trajectories in the United Kingdom was lower than the predicted demand during the last decade. Several STEM enrichment and enhancement activities were thus funded by the government, private, and charitable organisations to improve understanding of and raise pupil interest in these subjects. One possible way of measuring the impact of these activities in supporting pupil understanding of maths was to track the proportion of young people obtaining a ‘good’ grade in standardised national tests such as the GCSEs. Attainment is of course only one possible outcome of education but certainly a very important one because students are more likely to continue studying subjects in which they score higher. This makes maths attainment even more important as it is a pre-requisite for admission to STEM degree courses. This longitudinal study makes use of the National Pupil Database to assess the impact of these schemes on maths attainment of participating schools. Following up 300 intervention schools for five years the study shows the intervention group did not do any better than the comparator. The paper suggests further directions for research and offers recommendations for practice.en_GB
dc.description.sponsorshipThis study has been supported by the ESRC impact acceleration award.en_GB
dc.identifier.citationVol. 43 (1), pp. 1-18en_GB
dc.identifier.doi10.1080/03054985.2016.1235031
dc.identifier.urihttp://hdl.handle.net/10871/28007
dc.language.isoenen_GB
dc.publisherTaylor & Francis (Routledge)en_GB
dc.rights© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en_GB
dc.subjectMathematicsen_GB
dc.subjectattainmenten_GB
dc.subjectschoolen_GB
dc.subjectenrichmenten_GB
dc.subjectenhancementen_GB
dc.subjectSTEMen_GB
dc.titleDoes continued participation in STEM enrichment and enhancement activities affect school maths attainment?en_GB
dc.typeArticleen_GB
dc.date.available2017-06-14T08:36:05Z
dc.descriptionThis is the final version of the article. Available from Taylor & Francis via the DOI in this record.en_GB
dc.identifier.journalOxford Review of Educationen_GB
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/


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© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Except where otherwise noted, this item's licence is described as © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.