Looking at the London effect five years on: part two
Updating research into the high performance of pupils in the capital
Looking at the London effect five years on: part one
Updating research into the high performance of pupils in the capital
Looking within, part 2: How much variation in KS4 value added scores is explained by differences between individual subjects?
The second post in a new series exploring the impact that within-school variation has
Looking within, part 1: How much difference does within-school variation make?
The first post in a new series exploring the impact that within-school variation has
GCSE results 2018: How widespread is early entry in English language and English literature?
The second of two preview posts ahead of this year's GCSE results day.
Progress 8: What if we started at the beginning?
A look at how Progress 8 scores would change if they were calculated purely based on those pupils on-roll in Year 7.
Why do pupils who went to infant and first schools appear to underperform at Key Stage 4?
Is it real underperformance, or something else? The Datalab team take a look at the issue.
Long-term disadvantage, part six: Measuring disadvantage in the north
This is part six in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. In previous blogposts in this series we have shown that the impact of disadvantage on attainment and progress varies according to the percentage of their time in school that a pupil has been eligible for [...]
Long-term disadvantage, part five: What explains the gap between London and the north?
This is part five in a series of blogposts exploring long-term disadvantage. Other posts in the series can be found here. We looked recently at the Progress 8 scores of long-term disadvantaged pupils – those who are eligible for free school meals (FSM) for 90% or more of their time in schools – and concluded that: [...]