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Special Report: The flaws in Attainment 8 - Part 1

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  • Attainment
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Table of Contents The flaws in Attainment 8 – Part 1: 1 New systems have been introduced, do you know about them? 3 What is Attainment 8? 5 Calculating Attainment 8 and Progress 8 6 From model theory into day to day practice. 8 Where does Progress 8 begin? 10 Let’s recap again. 13 Benchmarking the common good in society 15 How the GCSE grading system works? 16 The True Potential of the Child 19 Attainment 8 in Haringey by ethnicity and gender 20 Progress 8 in Haringey by Gender and Ethnicity 22 Male performance In Black and White: 24 Concerns, conversations to be had and solutions. 27 The value of HSKE 31

In summary the

In summary the Attainment 8 and Progress 8 calculations are as follows: • take the individual pupil’s Attainment 8 score (for example 56). • compare this to the national average Attainment 8 score for pupils in the same prior attainment group. • A pupil’s progress score is based on the difference between their actual Attainment 8 result and the average result of those in their prior attainment group. • If a child achieved an Attainment 8 score of 56 and the average Attainment 8 score for their prior attainment group was 55 – this would make their progress score be +1. • • this score (+1) is then divided by 10 to give an individual pupil’s proper Progress 8 score, which in this example is 0.1. Progress 8 scores are centred around 0, with most schools within the range of -1 to +1. • A score of 0 means pupils in this school on average do about as well at KS4 as those with similar prior attainment nationally. • A positive score means pupils in this school on average do better at KS4 as those with similar prior attainment nationally. • A negative score means pupils in this school on average do worse at KS4 as those with similar prior attainment nationally. The flaws in Attainment 8 – Part 1: page: 10 of 39 Should schools be most accountable to the community or the government? This is a special feature report published with The Futurist (Haringey) - Episode 01 – 2018 https://www.futuriststeam.co.uk/doclinks/201807-0001.html | View the digital version online | Get all the helpful links and extra resources | [ v1.0 ] 10 th Aug 2018

From model theory into day to day practice. For too many schools there is often an internal pressure to manipulate the entry process of children into the 8 subjects (or as many as perceived as possible) that “the school” feels they can score well in (naturally every school wants to reduce low scores and zero scoring in the Attainment 8 slots where a better score could exist). Schools where many children enter less than 8 subjects are at a higher “risk” of being labelled as “a failing school” as each unfilled subject slot brings the whole school’s attainment grade down, lowering the whole overall scoring. It is important to note that there are legitimate reasons why a child may not be able to sit 8 subject examinations, even though most parents would also want that for their children. In this mixed pool of interests (government, schools, teachers, families, the child) we can see how the child can become the baseline victim. This special article report highlights how some demographics (peoples of particular heritage) are more often falling into the cracks of the system and without the attention of a mindful civil and civic society (around their families) will continue to bring about undermined life prospects. Bare-Inmind that a crack for an adult can be a huge chasm for a child. For this reason and more communities need to step up their due diligence and address persistent pockets of failure, communities must know that such failings indite the whole community even if you appear to have the privilege of apparent escape from such dynamics in your families, the truth is more sophisticated, pervasive and very interconnected with other expressions of the same essential problem being expressed in all other operations of the schooling system. In the wisdom of Johannes Kepler, Nicholas de Cusa and Dmitri Mendeleev we must remember that apparent small strange consistent discrepancies can be the indication that we are far away from the correct path. The lesson here is that we can find in the detail of such small strange consistent discrepancies the keys to great breakthroughs, even holding ways forward for the advancement of humanity on to new levels of excellence, let us think again, more care, more carefully. The flaws in Attainment 8 – Part 1: page: 11 of 39 Should schools be most accountable to the community or the government? This is a special feature report published with The Futurist (Haringey) - Episode 01 – 2018 https://www.futuriststeam.co.uk/doclinks/201807-0001.html | View the digital version online | Get all the helpful links and extra resources | [ v1.0 ] 10 th Aug 2018

Episode One

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