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

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Table C11 - Final model for Year 8 Optional Test writing scoreYr 8 Writing ScoreMultilevel results95% ConfidenceintervalParameter EstimateStandarderror Sig. Min. Max.Final modelSchool variance 15.722 6.437 * 3.105 28.339School KS2/constant covar -0.432 0.217 * -0.857 -0.007School KS2 variance 0.023 0.009 * 0.005 0.041Pupil variance 31.434 0.944 * 29.584 33.284Fixed coefficientsConstant 2.323 1.240 -0.107 4.753KS2 Writing score 0.518 0.039 * 0.442 0.594Female 1.467 0.257 * 0.963 1.971Special educational needs -3.023 0.379 * -3.766 -2.280Statement of SEN -2.809 1.079 * -4.924 -0.694Quantity of books in home 0.587 0.091 * 0.409 0.765Eligible for FSM -0.946 0.374 * -1.679 -0.213Project school 1.933 1.289 -0.593 4.45967
ANNEX D - ITEMS IN ATTITUDE SCALESLike school workI enjoy being at schoolI often count the minutes till a lesson endsI am bored in lessonsThe work I do in lessons is a waste of timeThe work I do in lessons is interestingI do my homework because it’s interestingMy schoolwork is worth doingParticipate in extra-curricular activities‘How often do you do the following activities at school but outside normal lesson time (e.g.,at lunchtime)?’SportDrama or danceMusicArts activitiesReading or writingUsing computers/ICTA subject you don’t normally do in lesson timeOtherConformityI work hard most of the timeI am late for lessonsI am well behaved in schoolI do my homework on timeI do my homework because I don’t want to get into troubleAspirationsMy parents/carers want me to go to university/higher educationI want to stay on at school or go to college after Year 11I’d really like to go to universityPositive school atmosphereI think this is a good schoolMost teachers treat the pupils with respectMost pupils treat the teachers with respectPupils’ opinions are listened toMost teachers encourage pupils who are good at somethingMost teachers help pupils who have difficulty with their work68
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RESEARCHEvaluation of the Two YearK
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CONTENTSEXECUTIVE SUMMARY 21. EVALU
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nationally expected level for pupil
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For schools operating an accelerate
Page 11 and 12:
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 68 and 69: Figure C4 - Year 8 mathematics high
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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