Evaluation of the Two Year Key Stage 3 Project - Communities and ...

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of points achieved in the test. We see that, in the tests taken at the end of Year 8, and taking intoaccount the other factors listed in the table, following a shortened course at a Phase 1 Project schoolwas associated with achieving an additional 1.08 of a sub-level in the mathematics test. A sub-level isto be understood as representing an additional two terms of progress.Table 3 - Estimated change in Year 8 Mathematics Optional Test sub-level associated with aone unit change in pupil or school characteristics variablesChange in test sub-levelsProject school 1.08KS2 Mathematics score 0.14Eligible for FSM -0.35School FSM -0.04Number of books in home (6 point scale) 0.16Girl 0.18Special educational needs without a statement -0.65‘Other’ ethnic group 0.51Middle school 0.85We also examined the results of the higher tier test and lower tier test separately. Here our analysis wasable to focus on the number of points achieved in tests rather than having these translated into QCAsub-levels. Among higher tier test entrants, following a shortened course at a Phase 1 Project schoolwas associated with achieving an additional 8.78 test points. Again this corresponds to an additionaltwo terms of progress. However the analysis of the lower tier test results indicated that Project schoolpupils had not achieved significantly different test scores from Phase 1 Comparison school pupils.The higher tier test modelling was further expanded to examine whether, among entrants to this tier ofthe test, the progress of pupils following shortened courses at Project schools varied according to theirlevel of prior attainment. 13 That is, among higher tier test entrants, we examined whether acceleratedpupils with higher levels of prior attainment made greater progress than accelerated pupils with lowerlevels of prior attainment. However, the model did not indicate that accelerated pupils with higherlevels of prior attainment made significantly more progress than accelerated pupils with lower levels ofprior attainment.Key Stage 3 resultsTable 4 reports the 2005 Key Stage 3 test results in mathematics for 1262 pupils attending Phase 1Project schools who were entered for the tests when in Year 8. The table shows the proportions of earlyentrants and all entrants in England who achieved at least Level 5 in the Key Stage 3 mathematics tests.13 This was investigated by including a Phase 1 Project school * Key Stage 2 mathematics test score interaction term in themodelling.15
Table 4 - Proportion of pupils achieving at least Level 5 14 in 2005 Key Stage 3 mathematics testsKS2 level% achieving Level 5 or higher at KS3Allentrants inEnglandYear 8 entrants atProject schoolsNo. of Year 8Statistically entrants at Projectsignificant schoolsdifference 15Level 3 52 32 * 163Level 4 92 90 * 599Level 5 99 99 NS 520NS no statistically significant difference* p
Page 1 and 2: RESEARCHEvaluation of the Two YearK
Page 4 and 5: CONTENTSEXECUTIVE SUMMARY 21. EVALU
Page 6: nationally expected level for pupil
Page 9 and 10: For schools operating an accelerate
Page 11 and 12: 2.2 Attainment and attitudesThe tim
Page 13 and 14: could follow a Year 7 and Year 8 Ke
Page 15 and 16: Figure 2 - Percentage of Project sc
Page 17: The analysis of Key Stage 3 results
Page 21 and 22: Figure 4 - 2005 Key Stage 3 mathema
Page 23 and 24: Table 6 - Proportion of pupils achi
Page 25 and 26: SummaryIn the case of English, when
Page 27 and 28: 4.4 Attainment summaryThe analysis
Page 29 and 30: to 8 these were in the opposite dir
Page 31 and 32: Figure 10 - Percentage of Year 7 pu
Page 33 and 34: 6. ANALYSIS OF CASE STUDY DATAAs ha
Page 35 and 36: Table 9 - Operationalisation of the
Page 37 and 38: 6.1 Overall viewsMost, though not a
Page 39 and 40: Points of interest for the higher s
Page 41 and 42: The key advantage is opening up Key
Page 43 and 44: 6.3 ProgressionNevertheless, findin
Page 45 and 46: would no longer exist. Both of the
Page 47 and 48: However, as a colleague noted, even
Page 49 and 50: Most commonly the freedom was used
Page 51 and 52: Phase 2 Project and Phase 2 Compari
Page 53 and 54: A11 - Key Stage 3 attainmentProject
Page 55 and 56: A20 - Reported number of books in t
Page 57 and 58: The variables listed below were inc
Page 59 and 60: Table C1 - Final model for Year 7 M
Page 62 and 63: Table C3 - Final model for Year 7 E
Page 64 and 65: Figure C2 - Year 7 English Optional
Page 66 and 67: Table C8 - Final model for Year 8 m
Page 68 and 69:
Figure C4 - Year 8 mathematics high
Page 70 and 71:
Table C11 - Final model for Year 8
Page 72:
Good teachersMy teachers make sure
Page 75 and 76:
ANNEX F - CASE STUDY SUMMARIESPhoeb
Page 77 and 78:
Abbotswell SchoolThe case study vis
Page 79 and 80:
Elsiemaud SchoolThe case study visi
Page 81 and 82:
Henryson SchoolThe case study visit
Page 83 and 84:
ANNEX G - OTHER EARLY ENTRANTS TO 2
Page 85 and 86:
Table G5 - Key Stage 3 Mathematics
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