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

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Figure C4 - Year 8 mathematics higher tier Optional Test score effect sizes and confidence intervalsYear 8 Maths Score (High Tier)1008060Normalised coefficient (%)40200-20-40-60-80-100KS2 Maths scoreProject schoolSchool level FSMQuantity of books in homeLive only with dadPakistaniMiddle school65
Table C9 - Final model for Year 8 Optional Test score in EnglishYr 8 English ScoreMultilevel results95% ConfidenceintervalParameter EstimateStandarderror Sig. Min. Max.Final modelSchool variance 34.805 14.801 * 5.795 63.815School KS2/constant cover -0.437 0.227 -0.882 0.008School KS2 variance 0.010 0.004 * 0.002 0.018Pupil variance 65.702 1.985 * 61.811 69.593Fixed coefficientsConstant -1.296 1.845 -4.912 2.320KS2 English score 0.632 0.027 * 0.579 0.685Female 2.810 0.370 * 2.085 3.535Special educational needs -3.566 0.575 * -4.693 -2.439Statement of specialeducational needs -4.284 1.599 * -7.418 -1.150Quantity of books in home 0.868 0.133 * 0.607 1.129Live with mum only -1.342 0.506 * -2.334 -0.350Project school 1.777 1.802 -1.755 5.309Table C10 - Final model for Year 8 Optional Test reading scoreYr 8 Reading ScoreMultilevel results95% ConfidenceintervalParameter EstimateStandarderror Sig. Min. Max.Final modelSchool variance 14.182 5.459 * 3.482 24.882School KS2/constant covar -0.174 0.106 -0.382 0.034School KS2 variance 0.006 0.003 * 0.000 0.012Pupil variance 21.194 0.622 * 19.975 22.413Fixed coefficientsConstant 1.688 1.176 -0.617 3.993KS2 Reading score 0.536 0.023 * 0.491 0.581Female 1.590 0.203 * 1.192 1.988Special educational needs -2.286 0.312 * -2.898 -1.674Statement of SEN -3.419 0.866 * -5.116 -1.722Quantity of books in home 0.603 0.072 * 0.462 0.744Live with mum only -0.843 0.278 * -1.388 -0.298Mixed race - Asian 3.625 1.405 * 0.871 6.379Project school -0.217 1.318 -2.800 2.36666
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RESEARCHEvaluation of the Two YearK
Page 4 and 5:
CONTENTSEXECUTIVE SUMMARY 21. EVALU
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nationally expected level for pupil
Page 9 and 10:
For schools operating an accelerate
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2.2 Attainment and attitudesThe tim
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could follow a Year 7 and Year 8 Ke
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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 66 and 67: Table C8 - Final model for Year 8 m
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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