This week NASUWT published the results of a survey, commissioned last year, seeking parents’ views of schools and colleges. Alongside views of education the results reveal the most and least important factors that parents consider when choosing a school or college for their child, as well as the strategies they have used to inform their decision making. The following table reveals the responses to the question:
Which, if any, are the most important factors when choosing your child’s school/college?
In reporting these results NASUWT has highlighted location (referring to the school’s proximity to the family home, or parent’s workplace) as the most popular factor to be identified as important by parents. In contrast, league table position is highlighted as being considered as important by only 21% of parents surveyed. Clearly, in publishing these survey responses NASUWT are trying to challenge the importance that UK Government discourses place on quantitative measures of school ‘performance’. The message given is that parents believe other things are more important when considering the future education of their children and the Government should, therefore, focus on providing more ‘good’ local schools and focusing less on league tables:
“It remains the case that for the majority of parents the locality of a school is a key factor, supporting the NASUWT’s long-argued view that what every parent wants is access to a good local school.”
Aside from what is mean by a “good school”, while it may not appear a surprising result, the identification of locality may be more complex. As Burgess et al (2014) discuss, while location may be an important factor in school choice decision making, this factor is itself influenced by the context in which the parents are identifying that location as an important factor.
“household location is a choice and may be endogenously affected by demand for high-quality schools. Suppose a family had moved to an area with good academic schools for this reason. This would give undue weight to proximity to the school in estimation, so the true preference for academic quality would appear as a preference for proximity.” (Burgess, et al, 2014: 7-8)
Location is clearly important, but this doesn’t necessarily mean that parents view academic performance as any less important, even though they may appear to do so when asked this question in a survey. As Ball and Vincent (1998) observe, the school choice process may be a long term project, particularly for middle-class parents, which takes several years. So, in the example from Burgess et al (2014) parents who may have moved house in order to be in proximity to what they view as a ‘good’ school would have done this because of the importance they place on academic standards. However, they may well identify proximity as the most important factor if asked about choosing a school for their child.
When asked about strategies employed in school-choice decision making, 29% of parents reported they had checked school performance data tables, which is slightly higher, but not inconsistent with the percentage identifying this as an important factor in decision making. School Performance Tables are provided by the Department of Education and this facility allows anyone who is interested to view a range of selected data on schools and to compare this ‘performance’ with other schools. Presumably, if the statistics from the NASUWT survey are representative, around a third of parents are using this tool in their school choice decision making, meaning most parents, around two thirds, are not. Again, the results from this survey are far from nuanced. As Ball and Vincent (1998) revealed in their study, school-choice decision making is a complex process and the importance placed on ‘cold’ knowledge, such as performance data is shaped by a range of factors, such as social class and gender. The NASUWT survey makes a valid point in highlighting that relatively few parents consult this kind of data when choosing a school or college for their child, but more information is needed. An interesting question remains: what type of parent believes performance tables are an important factor in school-choice decision making and how do they interpret this data? Or: Are some groups of parents being super-served via school performance tables?
Ball, S.J and Vincent, C (1998)`’I Heard It on the Grapevine’: ‘hot’ knowledge and school choice’, British Journal of Sociology of Education, 19 (3):377-400
Burgess, S., Greaves, E., Vignoles, A. and Wilson, D. (2014), ‘What Parents Want: School Preferences and School Choice’. Econ J. doi:10.1111/ecoj.12153
Comres (2015) Parents’ views of schools/colleges, London: Comres/NASUWT