ABSTRACT
Compared with the first set of case studies in 1995, these appear to offer much greater certainty about both success and the odds against which such success is won. There is now much more statistical information available and there is a strong government view about what constitutes success. This is based primarily on knowledge about school effectiveness drawn from a massive database of school inspection reports held by OfSTED. It is also driven pro-actively through many government programmes with associated earmarked funding to schools, as well as to local education authorities.
