Contextualising attainment without Key Stage 2 baselines
We talk you through some new measures in FFT Aspire, designed to make sense of Key Stage 4 attainment in the absence of Key Stage 2 data.
Report – All models are wrong, some of these might be useful
Options for adjusting school value-added indicators for context
Key Stage 4 performance tables 2019: Four key points
What do they tell us about the north-south divide, mass qualification entry and the disadvantage gap?
It’s grim up north (yet again)
Are schools in the north and the Midlands failing their pupils as is claimed?
Should we bring back contextual value added?
Did CVA really lead to lower expectations?
Solutions to problems with Progress 8, part two: taking account of context
How would progress scores change if context were taken into account?
Looking within, part 3: Exploring the impact of pupil characteristics and variation between subjects
The third post in a new series exploring the impact that within-school variation has
Long-term outcomes: Does school quality matter?
Looking at how the higher education, employment and earnings outcomes of pupils relate to measures of secondary school quality.
Value added measures in performance tables: A recap of the main issues for secondary schools
Announcing a new report for secondary schools that gives a different way of looking at value added.