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

More documents

Recommendations

Info

4.2 Attainment in EnglishOptional Test resultsIn the case of the total English score in Year 7 Optional Tests, pupils attending a Phase 1 Project schooldid not achieve significantly different scores from those attending Phase 1 Comparison schools. 18 Ascan be seen in Table 5, prior attainment in English at Key Stage 2, the number of books in the home andbeing a girl were each associated with higher Year 7 English test scores. We also see that being eligiblefor free school meals and having a larger proportion of pupils eligible for free school meals at theschool were associated with significantly lower English test scores. Similarly, special educational needs(both with and without a statement) were associated with lower test scores (even having taken priorattainment into account).Table 5 - Estimated change in Year 7 English Optional Test score associated with a one unitchange in pupil or school characteristicsPupil or school characteristicChange in Year 7 test scoreProject school -KS2 English score 0.70Girl 2.66Number of books in the home 0.70Eligible for FSM -1.75% at the school eligible for FSM -0.16SEN without statement -3.19SEN with statement -9.25Scores in the separate reading and writing elements of the Year 7 Optional Tests were also examined.Once again, pupils following a shortened course at a Phase 1 Project school did not achievesignificantly different scores from their counterparts at Phase 1 Comparison schools.Analysis of attainment in the Year 8 English Optional Test and its component elements found a similarstory with pupils at Phase 1 Project schools not achieving significantly different results from Year 8pupils attending the Phase 1 Comparison schools. Further details of the results relating to Year 8English Optional Test total scores, reading scores and writing scores are included in Annex C.Key Stage 3 resultsKey Stage 3 English test results are shown in Table 6 for 1368 Year 8 pupils from Phase 1 Projectschools entered for the tests in 2005. The proportions of early entrants and all entrants in England whoachieved at least Level 5 in the Key Stage 3 English tests are shown in the table.18 Details of all models referred to in this section, and graphs showing effect sizes for selected models, are included in AnnexC.19
Table 6 - Proportion of pupils achieving at least Level 5 in 2005 Key Stage 3 English testsKS2 levelProportion achieving Level 5 at KS3Year 8 All entrants Significantentrants at in England differenceProjectschoolsNo of Year 8entrants atProjectschoolsLevel 3 32% 38% NS 114Level 4 86% 86% NS 765Level 5 99% 98% NS 503NS 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 and 18: The analysis of Key Stage 3 results
Page 19 and 20: Table 4 - Proportion of pupils achi
Page 21: Figure 4 - 2005 Key Stage 3 mathema
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
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?