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

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ANNEX A - NUMBER OF RESPONDENTSThe number of responses relating to the identification of pupils following shortened courses, to pupilquestionnaires and Optional Test entries are shown below.Phase 1 Project and Phase 1 Comparison schoolsPhase 1 Project schools were contacted in Spring 2004 and asked to identify which of their Year 7pupils were following shortened courses in each of 12 subjects. Twenty Project schools responded tothis request and information was collected for 4113 pupils.The 2004 Year 7 cohort at Project and Comparison schools were asked to complete pupil questionnairesin the Spring terms of 2004, 2005 and 2006. The number of questionnaires returned and the number ofschools from which they were received is shown in Table A1.Table A1 - Number of pupil questionnaires received from Phase 1 Project and ComparisonschoolsPhase 1 ProjectschoolsPhase 1 ComparisonschoolsYear 7 Year 8 Year 93866 (20 schools) 3066 (17 schools) 3087 (19 schools)2640 (17 schools) 2189 (15 schools) 2053 (15 schools)The number of pupils who completed the questionnaire in each of the three years is shown in Table A2.Table A2 - Number of pupils completing a questionnaire in all three yearsPhase 1 Project schoolsPhase 1 Comparison schoolsCompleted in all three years2211 (17 schools)1727 (15 schools)Project schools were asked to enter pupils following shortened courses in mathematics and/or Englishfor the QCA Optional Tests when in Year 7 and Year 8. All pupils at Comparison schools wererequested to enter the tests. The number of marks received are shown in Tables A3 and A4.Table A3 - Phase 1 English Optional Test marks receivedYear 7 Year 8Phase 1 Project schools 1859 (12 schools) 1431 (12 schools)Phase 1 Comparison schools 1491 (14 schools) 1194 (11 schools)Table A4 - Phase 1 mathematics Optional Test marks receivedYear 7Year 8 low tier/high tier(schools)Phase 1 Project schools 2083 (15 schools) 660/877 (14 schools)Phase 1 Comparison schools 1945 (16 schools) 946/485 (13 schools)47
Phase 2 Project and Phase 2 Comparison schoolsInformation identifying pupils following shortened courses in each of 12 National Curriculum subjectswas requested from Phase 2 schools in Spring 2005. Fifteen schools responded, providing informationrelating to 2799 pupils.Table A5 - Number of pupil questionnaires received from Phase 2 Project and ComparisonschoolsYear 7 Year 8Phase 2 Project schools 2396 (15 schools) 2022 (14 schools)Phase 2 Comparison schools 1806 (12 schools) 1469 (11 schools)Table A6 - Number of pupils completing a questionnaire in both yearsBoth yearsPhase 2 Project schools1619 (14 schools)Phase 2 Comparison schools1312 (11 schools)Characteristics of schools included in Year 7 mathematics Optional Test modellingTable A7 - Selected school characteristicsPhase 1 Project Schools(N=15)Phase 1 Comparison Schools(N=16)Admissions policyComprehensive 14 15Selective 1 0Modern 0 1School typeCommunity 6 8Foundation 5 2Voluntary Aided 4 5Sex of intakeGirls 2 2Boys 0 2Mixed 13 12Age range9-13 4 011-16 4 611-18 7 10Source: School Performance Tables 200348
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 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: Most commonly the freedom was used
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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