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

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Table A8 - Key Stage 3 attainment% pupils achieving level 5 or aboveEnglish Mathematics ScienceAverage KS3point scoreKS2-KS3value addedmeasurePhase 1 Project 68% 73% 71% 34.8 99.8Schools (N=11)Phase 1 Comparison 66% 68% 68% 33.5 99.3Schools (N=16)Source: School Performance Tables 2003Table A9 - Other selected school characteristicsMean %withstatements of SEN(a)Mean %with SENwithoutstatement(a)Mean %with firstlanguageother thanEnglish (b)Mean %known tobe eligiblefor FSM (c)Mean %aged 15achieving 5+GCSE A*-C(d)MeanNumberof daypupilsProject3% 16% 7% 15% 58% 1110SchoolsN 15 15 15 15 13 15Comparison 3% 15% 5% 17% 46% 932SchoolsN 16 16 16 16 16 16Characteristics of schools included in Year 7 English Optional Test modellingA10 - Selected school characteristicsProject Schools (N=11) Comparison Schools (N=16)Admissions policyComprehensive 11 13Selective 0 1Modern 0 0School typeCommunity 6 8Foundation 2 3Voluntary Aided 3 3Sex of intakeGirls 1 1Boys 0 2Mixed 10 11Age range9-13 4 011-16 3 511-18 4 9Source: School Performance Tables 200349
A11 - Key Stage 3 attainmentProject Schools(N=7)*ComparisonSchools (N=14)% pupils achieving level 5 or above Average KS3 KS2-KS3 valueEnglish MathematicsScience point score added measure66% 69% 65% 33.6 99.466% 68% 67% 33.6 99.4Source: School Performance Tables 2003*NB Four of the Project schools were middle schools that did not therefore report KS3 results in theschool performance tables.A12 - Other selected school characteristicsMean %withstatementsof SEN (a)Mean %with SENwithoutstatement(a)Mean %with firstlanguageother thanEnglish (b)Mean %known to beeligible forFSM (c)Mean % aged15 achieving5+ GCSE A*-C (d)MeanNumberof daypupilsProject3% 18% 7% 17% 49% 1103SchoolsN 11 11 11 11 9* 11Comparison 3% 15% 5% 16% 46% 940SchoolsN 14 14 14 14 14 14Source: School Performance Tables and Annual Schools Census 2003*This includes GCSE results for the two high schools to which the middle school pupils went on.Characteristics of pupils from Phase 1 Project schools and Phase 1 Comparison schools whocompleted questionnaires in all three years (Year 7, Year 8 and Year 9)A13 - Pupils’ sex (percentage table)Sex Project ComparisonGirls 55 48Boys 45 52A14 - Reported number of books in the home (percentage table)Number of books Project ComparisonNone 3 31-10 11 1111-50 23 2451-100 24 22101-200 19 18200+ 20 21Missing 1 350
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 and 50: Most commonly the freedom was used
Page 51: Phase 2 Project and Phase 2 Compari
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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