Participation in network learning community programmes and standards of pupil achievement: does it make a difference?

Abstract

This paper analyses national assessment and examination data sets in England to test the claim that networked learning activity contributes to raising standards of attainment. Results for primary and secondary schools involved in the large and innovative network learning community (NLC) programme in England funded by the National College for School Leadership are compared with the national patterns for all schools across 2003 to 2005. The results indicate that there has been considerable variation in the extent of improvement in attainment results over the three years. Improvement patterns for NLC schools are generally in line with the rising national trend. There is no convincing evidence that NLC primary schools as a whole have improved more rapidly or narrowed the attainment gap in relation to national results between 2003 and 2005. For secondary schools there are some indications for Key Stage 3 that the change in English results shows greater improvement than the national pattern for a majority of schools, but this is not the case for maths or science. The paper also examines the results of a survey of NLC participants’ perceptions. These show that most have a generally positive view of the professional learning promoted, the improvement of practice in their schools and the impact on pupil engagement and motivation, but that perceptions of the influence on pupil attainment and behaviour are somewhat less favourable, Again there is considerable variation amongst respondents suggesting that both involvement in and the influence of NLC activity varies within and between schools and individual networks. Heads and deputies generally have more favourable views than other respondents. It is concluded that the main benefit of networked learning has been to enhance professional practice but that caution should be exercised in making claims concerning the potential role of networked activity in raising attainment. While some schools and networks have shown marked improvement across a range of outcomes, the findings indicate that there is no overall NLC effect on attainment outcomes; rather, there is considerable variation at the school level within and between networks.