Abstract
Abstract This paper looks at the contribution of school effectiveness research to the evaluation of schools. It examines the judgemental role in which findings from the research are used to publicise the relative effectiveness of different schools, and the role which such findings might potentially play in school improvement. The distinctive differences in the paradigms for the traditions of school effectiveness and school improvement studies, the paucity of theory and of sophisticated notions of how the two might be linked, the need for intermediate research of a third kind to help understand what goes on inside schools and rather dismal comparisons with the history of pupil assessment, lead to some pessimism about the likelihood of effectiveness findings having a substantial impact on improvement. The chances are that the political ‘summative’ function will outstrip the educational ‘formative’ function despite the best intentions of school effectiveness researchers.
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