Value-added education and substance use

Wolf MarkhamWolf Markham

Paul AveyardPaul Aveyard

Sherri BissetSherri Bisset

School of Health and Social Studies, University of Warwick

Talk outline

Outline of the theoryOutline of the theory

Application of the theoryApplication of the theory

School of Health and Social Studies, University of Warwick

Basis of theoryThe application of The application of

Nussbaum’s Aristotelian interpretation of good Nussbaum’s Aristotelian interpretation of good human functioning which includes a focus of human functioning which includes a focus of fundamental human needs and essential human fundamental human needs and essential human capacities capacities

Bernstein’s influential theory of cultural transmission Bernstein’s influential theory of cultural transmission

School of Health and Social Studies, University of Warwick

Bernstein's theory of cultural transmission

Instructional orderInstructional order

Regulatory orderRegulatory order

School of Health and Social Studies, University of Warwick

Instructional order

Focuses on ability of pupils to contribute to future Focuses on ability of pupils to contribute to future production through workproduction through work

Aims are to relay knowledge and skills and influence Aims are to relay knowledge and skills and influence pupils’ orientations to meaningpupils’ orientations to meaning

School of Health and Social Studies, University of Warwick

Regulatory order

Focuses on the conduct, character and manner of Focuses on the conduct, character and manner of pupilspupils

Aims to relay values and thus facilitate the Aims to relay values and thus facilitate the attachment of pupils’ to the school and the attachment of pupils’ to the school and the internalisation of the values and beliefs of the schoolinternalisation of the values and beliefs of the school

School of Health and Social Studies, University of Warwick

What influences pupils’ response to the two orders

Socio-cultural origins of the pupilSocio-cultural origins of the pupil Pupils’ friendship groupsPupils’ friendship groups Pupils expectations including expected future Pupils expectations including expected future

occupation occupation Pupils’ hopes and interestsPupils’ hopes and interests Pupils’ view of the purpose of the schoolPupils’ view of the purpose of the school School cultureSchool culture Schools’ valuesSchools’ values Schools’ hope and expectationsSchools’ hope and expectations

School of Health and Social Studies, University of Warwick

Classification and framing

Classification refers to boundariesClassification refers to boundaries

Framing refers to communicationFraming refers to communication

School of Health and Social Studies, University of Warwick

Strongly classified and framed school

Strong boundaries within school and between the Strong boundaries within school and between the school and the outside worldschool and the outside world

High degree of specialism of teachers and subjectsHigh degree of specialism of teachers and subjects

Celebrated hierarchies within pupil population based Celebrated hierarchies within pupil population based on e.g. age, academic attainment and sporting on e.g. age, academic attainment and sporting prowessprowess

Little pupil input into running of schoolLittle pupil input into running of school

School of Health and Social Studies, University of Warwick

Pedagogy Teachers are viewed as the primary source of Teachers are viewed as the primary source of

knowledgeknowledge

The pedagogic practice focuses on the learnerThe pedagogic practice focuses on the learner

The overriding concern of schooling is the The overriding concern of schooling is the instructional order and the main focus of the instructional order and the main focus of the regulatory order is to facilitate the learnerregulatory order is to facilitate the learner

School of Health and Social Studies, University of Warwick

Weakly classified and weakly framed school

School has strong links with the communities it School has strong links with the communities it serves and with outside agenciesserves and with outside agencies

Pupils involved in school-level decision making Pupils involved in school-level decision making

Integrated curriculumIntegrated curriculum

School of Health and Social Studies, University of Warwick

Pedagogy Pupils are viewed as sources of knowledgePupils are viewed as sources of knowledge

Pupils encouraged to think that there are different Pupils encouraged to think that there are different ways of knowingways of knowing

Greater input into the selection pacing and Greater input into the selection pacing and sequencing of classroom activitiessequencing of classroom activities

School of Health and Social Studies, University of Warwick

Two studies provide the data TTM-based smoking prevention/ cessation trial (1997-1999)TTM-based smoking prevention/ cessation trial (1997-1999)

8352 adolescents in 52 schools8352 adolescents in 52 schools aged 13-14 at baseline (Year 9)aged 13-14 at baseline (Year 9) 89.1% followed up one year later89.1% followed up one year later 84.6% followed up two years later84.6% followed up two years later 3 computerised interventions in Year 93 computerised interventions in Year 9

Cross-sectional study- West Midlands Young People’s Cross-sectional study- West Midlands Young People’s Lifestyle Survey (YPLS) 1995/6Lifestyle Survey (YPLS) 1995/6 25,781 pupils in 166 secondary schools25,781 pupils in 166 secondary schools Years 7 (11-12), 9 (13-14), and 11 (15-16)Years 7 (11-12), 9 (13-14), and 11 (15-16)

School of Health and Social Studies, University of Warwick

Measuring school culture?

Predicting the 5 A-Cs ratePredicting the 5 A-Cs rate

Predicting the truancy ratePredicting the truancy rate

Gender, deprivation (Townsend, FSM, housing Gender, deprivation (Townsend, FSM, housing tenure), ethnicitytenure), ethnicity

School of Health and Social Studies, University of Warwick

Difference actual - predicted a-c

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Indeterminate

Alienated

Committed

School of Health and Social Studies, University of Warwick

Proportion entitled to free school meals

1.0.8.6.4.20.0

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.8

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Indeterminate

Alienated

Committed

School of Health and Social Studies, University of Warwick

  OR (95%CI) OR (95%CI 2, df, p

Base modelb      

Achievement terms 5A-C Truancy  

  Base model + observed achievement scores

0.96 (0.91-1.02)d

0.97 (0.89-1.06)e

2.4, 2, 0.30

  Base model + observed achievement scores + pupil-level risk factorsc

1.01 (0.95-1.07)d

1.01 (0.92-1.10)e

0.2, 2, 0.91

       

Value-added (support and control) terms High  Low   

  Base model + school culture 0.80 (0.70-0.91)

1.16 (1.07-1.27)

11.6, 1, <0.001

  Base model + school culture + pupil-level risk factorsc

0.83 (0.73-0.95)

1.13 (1.04-1.24)

7.9, 1, 0.005

School of Health and Social Studies, University of Warwick

Does school culture influence pupils’ smoking?

Committing OR(95%CI)

Alienating OR(95%CI)

2, p forculture*

Unadjusted

0.71 (0.53-0.95) 1.13 (0.96-1.34) 8.1, 0.0044

Adjusted 0.76 (0.58-1.01) 1.24 (1.05-1.47) 11.2, <0.001* 2df† adjusted for age, ethnicity, gender, maternal smoking,paternal smoking, sibling smoking, deprivation,

School of Health and Social Studies, University of Warwick

Replication of the value-added terms in the trial data

OR (95% confidence interval) for a 1SD increase in OR (95% confidence interval) for a 1SD increase in value-added scorevalue-added score 0.85 (0.73 to 0.99)0.85 (0.73 to 0.99) at one year follow upat one year follow up 0.80 (0.71 to 0.91) at two year follow up0.80 (0.71 to 0.91) at two year follow up

These effects lead to 27% fewer smokers in high These effects lead to 27% fewer smokers in high value-added vs. low value-added at 2 yearsvalue-added vs. low value-added at 2 years

School of Health and Social Studies, University of Warwick

Value-added effect smaller in those already smoking?

Very little evidence of thisVery little evidence of this At one year, At one year,

OR for value added term for baseline regular OR for value added term for baseline regular smokers=0.85 and 0.85 for baseline never smokerssmokers=0.85 and 0.85 for baseline never smokers

At two years,At two years, OR for value added term for baseline regular OR for value added term for baseline regular

smokers=0.87 and 0.79 for baseline never smokerssmokers=0.87 and 0.79 for baseline never smokers