5. What impact did non-specialist teaching have on grade stability?
This is one of the most interesting, and runs somewhat counter to what I was expecting. If we look at the correlation between departments with no non-specialists and result stability in 2018, we find that there is a slight disadvantage. There are of course many reasons which could account for this: the department might be very tightly run; the non-specialists may actually have taught for a long time; the specialists might have over-taught recycled content areas from old specs etc. It is also worth saying that only a handful of departments in the sample had non-specialists teaching at GCSE, and then in small numbers. A single positive result might therefore skew this data a lot.
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