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Special Report: The flaws in Attainment 8 - Part 1

  • Text
  • Attainment
  • Ethnic
  • Futurist
  • Flaws
  • Accountable
  • Feature
  • Published
  • Males
  • Monitoring
  • Females
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

Let’s recap

Let’s recap again. Progress 8 measures your students' development between Key Stage 2 and Key Stage 4 by comparing their end of compulsory schooling days (Key Stage 4 / GCSE) results to the achievements of students with comparable Prior Attainment Scores. It is calculated by taking their actual Attainment 8 score and subtracting their expected Attainment 8 score. The expected score is taken from the national average Attainment 8 Score of all students with the same prior attainment at Key Stage 2. A point that should be of concern to parents is the process of assessment of children’s learning potential at Key Stage 2, how is it determined which average Prior Attainment Score grouping each child belongs in, is that process transparent and free from bias and prejudice? These were hard questions even for our team to get to the bottom of. Though it would be wise for parents to question the system more thoroughly to know more, schools generally prefer not to be questioned on these matters. Some parents we interviewed reported that their school’s staff speak to them as if they, the parents, were not really allowed to know how “The School” has come to know “the real potential” of their child, it seems that schools sometimes fall into expressing the sentiment that “the system knows best” and “trust our assessment”, “don’t question us or it”. We would like to know that most schools are not operating this way, unfortunately there has not been effective ways to monitor such dynamics. So at one end there are barriers to clear information and perception of what is happening and then at the other end there is clear statistical evidence showing particular groups of consistent, year on year, poor performance. Such patterns are due to many different factors not just the schooling system, however many are calling for more transparency, seeing significant room for improvement. Research suggests that for the parents and families of children that are currently in secondary and primary school “trust” and “belief” are being eroded away and correct knowledge of the basic facts and unbiased solutions are increasingly being demanded to improve the future life prospects of their children. So it is clear that today’s students and families are experiencing an accountability monitoring system that is in an experimental phase and is not directly accountable to them, made, it is said, for the common future good but yet even now, years into its implementation, most families, students and educational professionals know little to nothing about these monitoring systems in neither principle or process of how they work. The flaws in Attainment 8 – Part 1: page: 16 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

Has the time come when there needs to be a “communal floor standard”? We are coining this term which has been adapted from the “floor standard” term used by the government meaning that there is a minimum standard for student attainment which schools need to meet, or face correction measures. With a movement for communal floor standards there may become a point in time in which schools will be subject to and welcoming of inspection from the community (the civil civic society), thus earning the highest possible quality assurance award. It is no longer enough to lament the troubles the youth find themselves adrift in, Ones need to look into the surrounding systemic processes far deeper with special regard to all learners known to be subject to disadvantage or repeatedly unacceptable poor performance. Remember the hallmark of civil society should be how it shows deep and restorative concern for the people who have fallen into the cracks, the inevitable ineffective parts of the system. Our call here sits in a complimentary way with the call of the Arts Council who said “As part of commitment to a broad, balanced cultural education, Arts Council England asks that additional information be provided about a school’s performance, to help parents and carers make the most appropriate choice for a child.” - read their full commentary here. Community Quality Assurance Awards The flaws in Attainment 8 – Part 1: page: 17 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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