Educational Performance over Time: Changes in Mathematical Attainment between 1976 and 2009 in England

Abstract Over the past fifty years, there have been substantial attempts to improve students’ mathematical performance around the world. Many commentators have criticised the efficacy of these initiatives, arguing that performance in western developed countries has either stagnated or fallen. Yet, there is limited robust comparative evidence available. This paper reports a replication of a study of student performance from the 1970s. In 2008 and 2009, in England, Grades 6–8 students (N ≈ 7000), in a nationally representative sample based on a stratified random sample of schools, were tested on their understandings of algebra, decimals, ratio and fractions. The survey used tests administered in 1976 and 1977 to an equivalent nationally representative sample of students. The findings indicate that, at Grade 8, overall understandings have generally fallen, although there are different patterns of change across the topics. The challenges of replicating studies where the full statistical findings are not available are considered. The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507276.