QM Seminar Programme

The QM Hub has had an active and sustained seminar programme for more than five years, hosting over 20 presentations each academic year.

The programme builds on a tradition of addressing substantive educational research questions using quantitative methods, as well as presenting a particular quantitative method which can serve as inspiration for educational research (and more widely for research in the social sciences). Presentations are given by both academics and higher degree students within friendly lunch-time seminars that are open to all. The programme is convened by Professor Steve Strand, Dr Lars-Erik Malmberg, and Dr Ariel Lindorff.

Presentations take place on Mondays in Seminar Room D from 12:30pm-1:45pm at the Department of Education, 15 Norham Gardens, Oxford OX2 6PY.  Click on the ‘How to find us’ link on the right for directions. If you do not have access to the Department, please call at Reception and you will be directed to the room.

Trajectories of emotional-behavioural difficulties among children in care from age 5 to 11.

27 November 2017 12:30 - 13:45
Seminar Room D

Speaker: Eran Melkman, Department of Education

Convener: Professor Steve Strand, Quantitative Methods Hub

Children in care are one of the lowest performing groups in terms of academic performance internationally. Nonetheless, little is known concerning stability or change in the developmental trajectories of academic performance as well as about individual, care and school factors related to deterioration as opposed to those related to stable or improved development. Recently, however, it has become possible to link national data sets on the academic performance and care experiences of these children in England. The current study exploited this new opportunity with the goal of: a) examining the overall growth trajectory of academic performance of children in care over three points in time (ages 5, 7 and 11) during their primary school years; b) identifying distinct subgroups of young children demonstrating different trajectories of academic performance during this period; and c) examining whether children’s early individual, care and school characteristics predict their membership in these groups.  To this end, the study linked the National Pupil Database (NPD) and the Children Looked after Database (CLAD) in England for the cohort who were in their KS2 year in 2016. At the focus of this study is a subsample of 1600 children who had been in care during their early years foundation stage on the 31st of March 2010.  National assessments of literacy and numeracy at age five (Early Years Foundation Stage Profile; EYFSP), seven and 11 (Key Stage 1 and 2) were examined, as well as potential child, placement, and school predictors (e.g., ethnicity, SEN, type or length of placement, placement changes, or school size).  The presentation will discuss the findings of this nationally representative longitudinal exploration and their implications for policy, practice and the databases used to monitor outcomes.