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

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A15 - Ethnicity (percentage table)Ethnic group Project ComparisonWhite, British 85 79White, other 3 6Caribbean or British Caribbean 1 1African or British African 1 2Indian or British Indian 1 1Pakistani or British Pakistani 0 1Bangladeshi or British Bangladeshi 0 0Mixed, white and black Caribbean 1 1Mixed, white and black African 0 0Mixed, white and Asian 0 1Mixed, other mixed 1 1Turkish or British Turkish 0 0Other 1 1Missing 6 7A16 - Sex of intake of schoolsType Project ComparisonBoys school 0 2Girls school 2 2Mixed school 15 11A17 - Age ranges of schoolsYears Project Comparison9-13 4 011-16 6 611-18 7 9A18 - School admissions policiesType Project ComparisonComprehensive 16 14Secondary modern 0 1Grammar 1 0Characteristics of pupils from Phase 2 Project and Phase 2 Comparison schools whocompleted a questionnaire in each year (Year 7 and Year 8)A19 - Sex of pupils (percentage table)Sex Project ComparisonGirls 53 76Boys 47 2451
A20 - Reported number of books in the home (percentage table)Number Project ComparisonNone 2 11-10 13 1211-50 23 2151-100 24 22101-200 15 15200+ 18 22Missing 5 7A21 - Ethnicity (percentage table)ProjectComparisonWhite, British 39 39White, Other 6 5Caribbean 11 5Black African 12 9Indian 5 7Pakistani 3 2Bangladeshi 1 7Mixed, Caribbean 4 2Mixed, African 1 1Mixed, Asian 1 2Other mixed 1 1Turkish 1 1Other 5 6Missing 10 12A22 - Sex of school intakesType Project ComparisonBoys 2 1Girls 4 5Mixed 8 5A23 - Age ranges of schoolsYears Project Comparison11-16 3 211-18 11 8A24 - School admissions policiesType Project ComparisonComprehensive 13 7Secondary modern 0 1Grammar 1 252
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 and 52: Phase 2 Project and Phase 2 Compari
Page 53: A11 - Key Stage 3 attainmentProject
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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