What Progress 8 tells us about how the curriculum has changed in schools

Secondary schools today received provisional Progress 8 data for 2016. This is a significant milestone given the importance attached to Progress 8 in the secondary school accountability framework. The rest of us will have to wait until provisional data is published in October. In the meantime DfE has published some very useful technical information that [...]

By |2016-12-07T12:55:08+00:0026th September 2016|Exams and assessment, School accountability|

Getting started with FFT data for KS2

School leaders are used to dealing with change, not least when it comes to assessment data, but this year is in a league of its own. With changes to all the tests, teacher assessment, scaled scores and accountability measures, headteachers would be forgiven for despairing of any attempt to make sense of it. Even when [...]

How did this year’s Key Stage 2 reading test compare to last year’s?

So now we know. The new Key Stage 2 tests in reading and maths were harder than their predecessors. And there was also substantial variation in writing teacher assessment between local authorities. In this post we examine which pupils met the expected standards in 2016, and how that compares to 2015. We also look at [...]

By |2017-10-23T12:45:46+01:0019th September 2016|Exams and assessment, Pupil demographics, School accountability|

Progress 8 is too favourable to grammar schools and understates secondary modern achievement

Progress 8 is the new measure by which secondary schools will be judged. It works by comparing each child’s achievement in eight subjects at GCSE with the average GCSE results for other children who got the same results in exams taken at age 11. The Department for Education designed it to incentivise schools to provide a [...]

By |2017-10-23T13:18:21+01:0016th September 2016|Admissions|

Grammar schools: four key research points

1. Academic selection creates winners and losers Children who attend grammar schools make more progress than they otherwise would, while children who attend non-selective schools in selective areas (secondary moderns) make less progress than they otherwise would. In any selective area, a majority of children will attend non-selective schools – the gains of those who [...]

By |2018-01-11T09:36:32+00:0014th September 2016|Admissions|

Research briefing: Grammar schools

Education Datalab has produced a briefing note, setting out some of the main evidence on grammar schools and giving Datalab's initial views on the government's green paper. Click here to download the research briefing [PDF].

By |2018-11-15T09:53:10+00:0014th September 2016|Admissions, Reports, Structures|

Accountability for schools which admit at 14

On 13 October secondary schools will receive Progress 8 data for 2016. They will already have received so-called ‘shadow’ data for 2015, of course, but the 2016 data will be different. It will be a game changer. It will be published in Performance Tables and used to define floor standards.  As we have written previously, it [...]

By |2016-12-07T12:55:10+00:0012th September 2016|School accountability|
Go to Top