About Dave Thomson

Dave Thomson is chief statistician at FFT with over fifteen years’ experience working with educational attainment data to raise attainment in local government, higher education and the commercial sector. His current research interests include linking education and workplace datasets to improve estimates of adult attainment and study the impact of education on employment and benefits outcomes.

It’s grim up north/The north will rise again: Some thoughts on Ofsted’s annual report

Ofsted today published its state of the nation annual report. Geographic inequalities in attainment featured prominently: “There are 16 local authority areas in England where less than 60% of the children attend good or outstanding secondary schools, have lower than national GCSE attainment and make less than national levels of expected progress. All but three [...]

By |2016-12-07T12:55:26+00:001st December 2015|Pupil demographics|

Higher attaining disadvantaged pupils need help to keep up

The TES reported that Pupil Premium funding for higher attaining disadvantaged pupils may be redistributed in order to give extra support to lower attaining pupils. While such a move might be in the spirit of the Pupil Premium to reduce attainment gaps, data suggests that higher attaining disadvantaged pupils still need additional support to keep [...]

By |2018-11-15T09:57:28+00:0023rd October 2015|Pupil demographics|

More questions than answers?

Secondary schools can now download the marks achieved by each of their new year 7 pupils in every question from the 2015 Key Stage 2 tests. Even better, this data can be imported into RAISEonline so that analysis of test performance can be undertaken for a year group, class or individual pupil broken down by [...]

By |2017-03-03T09:47:47+00:009th October 2015|Exams and assessment|

Significance tests for school performance indicators: Why they’re OK really (but we should probably call them something else)

From time to time the use of significance tests for school performance indicators in RAISEonline is called into question. If school cohorts are not independent, random samples then surely we should not be using significance tests that assume independent, random samples right? Well, yes and no. If we want to make causal statements (i.e. that [...]

By |2018-09-27T17:03:13+01:0020th July 2015|School accountability|
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