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Abstract
Peter Tymms has written recently (BERJ, August Citation2004) on the subject of measuring whether standards are rising in English and mathematics in primary schools based on pupil outcomes from national end of key stage tests. This article takes the position that the performance data debate is an interesting one but peripheral to a far bigger issue. Whether measurable (by standardised testing at ages 7 and 11) national standards in English and mathematics have risen or not, does not justify the drastic reduction of the intended ‘broad and balanced’ curriculum which has taken place to try to achieve the national percentage targets. The curriculum data on which the authors base their findings are supplied by the Qualifications and Curriculum Authority's own longitudinal monitoring of the school curriculum which has been carried out by the authors from 1996 to 2004.
Notes
1. The monitoring research was originally designated the School Sampling Project (1996–2003) and is now titled the Monitoring Curriculum and Assessment (MCA) project.
2. Curriculum data are also collected from a national sample of secondary schools by the authors for QCA.