Our research investigates the strengths and weaknesses of different school performance measures and how schools respond to the incentives they create

Qualification neutral Progress 8

One criticism of the current Progress 8 measure is that the points awarded to some qualifications are more (or less) favourable than to others. There is a risk that any inequality in the way different qualifications are valued incentivises schools to pursue those treated more favourably at the expense of working to improve grades awarded [...]

By | December 7th, 2016|Exams and assessment, School accountability|

The impact of ECDL on Progress 8 scores

We have written previously about how the points awarded to the European Computer Driving Licence in school performance tables appeared to be out-of-kilter with other qualifications, given the grades achieved by ECDL entrants in GCSEs they took. And Data Educator has subsequently written more on the topic. (To give it its full title, we’re talking about [...]

By | November 14th, 2016|Exams and assessment, School accountability|

Pupil moves to the independent sector: why are there more late moves in some areas than others?

We have previously examined the extent to which pupils leave the roll of state-funded mainstream secondary schools. In this post, we look at one of the destinations of pupils who leave the roll of a state-funded mainstream school: the independent sector. (Today Ofsted has spoken out about unregistered alternative provision. To be clear, all of [...]

By | November 8th, 2016|Pupil demographics, School accountability|

Should KS2 floor standards be based on an overall value added score?

From this year, the secondary school accountability framework will be predominately based around a single value added measure, Progress 8, although a small number of headline attainment indicators will be published alongside it. However, there is no single equivalent measure for primary schools. Three value added (VA) measures have been calculated in reading, writing and maths. [...]

By | October 26th, 2016|Exams and assessment, School accountability|

The greatest challenge

The starkest figure published in last week’s Key Stage 4 statistical first release (SFR) was the Progress 8 score for Knowsley, a small unitary authority in Merseyside. Pupils attending its six secondary schools achieved on average almost a grade per subject lower than pupils with similar prior attainment elsewhere in the country. All six schools [...]

By | October 18th, 2016|Pupil demographics, School accountability, School improvement|

Provisional KS4 data 2016: What can we learn from destinations data?

Alongside the publication this morning of data covering EBacc entries and Attainment 8/Progress 8, a statistical first release (SFR) has been published on the destinations of the 2014/15 Key Stage 4 cohort. This shows that 91 per cent were in a “sustained education destination” during the first two terms of 2015/16, and 94 per cent [...]

By | October 13th, 2016|Post-16 provision, Pupil demographics, School accountability|

Provisional KS4 data 2016: Grammar schools reporting fantastic Progress 8 scores? Not so fast…

Today’s provisional Key Stage 4 data shows a strong Progress 8 performance from grammar schools, and a negative Progress 8 score for those calling themselves secondary moderns. But the positive results of the grammars seem to more than outweigh the negative results of secondary moderns. So, should we use this data to claim that selection [...]

By | October 13th, 2016|Exams and assessment, School accountability, Structures|

Provisional KS4 data 2016: Superstars and under the bars

Today will be a day of celebration for some schools, and concern for others, as the new Progress 8 performance measure re-sorts schools into piles. Some who did very well on the old 5 A*-C measure will find they are struggling under a progress measure that does not reward them simply for recruiting a high [...]

By | October 13th, 2016|Exams and assessment, School accountability|

Provisional KS4 data 2016: Low take-up of languages will make the government’s 90% EBacc goal hard to achieve

This is the seventh year that English Baccalaureate (EBacc) data has been published. It was first launched in January 2011 when retrospectively applied to 2010 Key Stage 4 data. Since then, much has been written about its impact on take-up of creative subjects, its suitability for less academically-gifted pupils, and even whether it risks failing [...]

By | October 13th, 2016|Exams and assessment, School accountability|