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

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Table C8 - Final model for Year 8 mathematics Optional Test score - higher tierYr 8 Mathematics Score(High Tier)Multilevel results95% ConfidenceintervalStandarderror Sig. Min. Max.ParameterEstimateFinal modelSchool variance 381.478 188.653 * 11.718 751.238School KS2/constant covar -4.124 2.165 -8.367 0.119School KS2 variance 0.048 0.026 -0.003 0.099Pupil variance 178.141 7.148 * 164.131 192.151Fixed coefficientsConstant -21.085 5.978 * -32.802 -9.368KS2 Mathematics score 1.266 0.063 * 1.143 1.389Project school 8.784 2.709 * 3.474 14.094School level FSM -0.564 0.107 * -0.774 -0.354Quantity of books in home 1.474 0.306 * 0.874 2.074Live only with dad 12.137 4.567 * 3.186 21.088Pakistani -9.617 4.572 * -18.578 -0.656Middle school 7.072 3.543 * 0.128 14.01663
Figure C3 - Year 8 mathematics Optional Test Level score effect sizes and confidence intervalsYear 8 Maths Level12010080Normalised coefficient (%)6040200-20-40-60KS2 Maths scoreFemaleProject schoolEligible for FSMSchool FSMSpecial educationalneedsOther ethnicityQuantity of books inhomeMiddle school64
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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 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 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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