Who’s Left 2018, part four: Our methodology
The fourth part of our series looking at the pupils who leave mainstream school rolls.
Who’s Left 2018, part three: The impact of reweighting on London and the regions
The third part of our series looking at the pupils who leave mainstream school rolls.
Who’s Left 2018, part two: What impact would reweighting school league tables have for multi-academy trusts?
The second part of our series looking at the pupils who leave mainstream school rolls.
Who’s Left 2018, part one: The main findings
The first part of our series looking at the pupils who leave mainstream school rolls.
What can short standardised tests tell us about the attainment and progress of individual pupils and of schools?
Exploring some of the problems with using commercial tests to measure pupil progress
Proof of Progress (PoP) tests
This year, 81 schools are using the new Proof of Progress Tests (PoP tests) from FFT to assess writing and conceptual understanding in maths at the start and end of Year 7. The tests are designed to be sensitive to learning, but resistant to practice effects. In other words, we would only expect pupils [...]
The quest to find ‘London Effect’ – why are some groups of pupils making more progress than they used to?
A lot has been written in the search for a credible explanation for the improvement in attainment in London’s schools since the turn of the century. It now seems that London’s schools have disproportionately benefited from improvements to the education system as a whole, with similar pupils and schools elsewhere in England improving by roughly [...]
Measuring Progress in English and Maths
Do you have strong evidence that your Year 7 pupils made progress in English and Maths last year? Do you have strong evidence that your Year 7 pupils made better progress in English and Maths last year than pupils at other schools? Last year, seven schools were brave enough to measure their progress in English [...]
Why do pupils at schools with the most able intakes tend to make the most progress?
In a previous blog, we noted that Grammar schools tended to achieve above average Progress 8 scores based on 2014 data. At first glance, this is a worrying finding. Progress 8 is supposed to offer a fairer basis for comparing schools than measures of raw attainment. Moreover, this effect is not limited to Grammar Schools. [...]
The pupil premium group in coastal schools: is their rate of progress really any different to schools with similar intakes?
With attainment in London, Greater Manchester and the Black Country, the focus of City Challenge initiatives, apparently no longer giving cause for concern, the spotlight has shifted to coastal towns and rural areas. The 2014 report of Her Majesty’s Chief Inspector of Schools, for example, drew attention to the problems faced by schools in such areas in recruiting teachers. [...]