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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

Benchmarking the common good in society It can be agreed that one core purpose of a civil society is that they have the resolve to identify and support their most vulnerable members. When a situation arises where the vulnerable become unprotected and need safeguarding for their own and other’s common good (maintained peace and well-being) the civil society should be part of the guardian force. With years of data showing specific segments of the learning community who are constantly being labelled as “disadvantaged” when compared to the whole community, it becomes important, a matter of the whole system’s integrity, for civil society to look carefully at those situations and be ready to guard against the slippery slope of poor life prospects and under development that will pull everyone down (one way or the other). The issue that exists with the new accountability system is that because it is built to support the accountability of schools to the government, there is no equivalently expressed desire or structured intent for schools to be truly accountable to their true first client the parent (the “primary educator”); accountability to regular people, the community must be properly valued. As currently it is not properly valued this is the err (the wrong done) and there-in is the seed of imbalance, an imbalance of power too far from family-centred learning, community-led learning; where-in schools would more properly value, know and be in service to the community. All of civil society must look carefully at the most disadvantaged to safeguard the well-being of the whole community. Beyond looking and attempting to manage the situation it is upon societies valuing the order of the common good to actually empower those most disadvantage to see clearly what has happened and what is happening to them. We must become much more determined with the management of equality in learning experiences; with the new system it can be perceived that the “monitoring” process actually perpetuates inequity (and perhaps iniquity too). Changing the monitoring system and asking that we do not compare it to the old one does not delete the historic failings, especially when they appear to be continuing in principle. Who is forecasting the needed change towards clear progress for all? The flaws in Attainment 8 – Part 1: page: 18 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

How the GCSE grading system works? For each student, subtract their actual Attainment 8 score from their expected Attainment 8 score that is created by students that were in the same prior attainment group (the average of all the students results). Then the number generated is divided by ten, this is their Progress 8. A positive score means they made better progress than expected. A negative score means they made worse progress than expected. The school's Progress 8 score is the average of all students' Progress 8. A score of below - 0.5 (this is the floor standard made by the government) calls the school in for an inspection by the state, and a score of +1 or more allows the school to be free from routine inspections for a year. These headline indicators, that will probably be used to work out the next generation of “school league tables”, are a seed for the gamification of the system. That is to say that some schools, as if it were a game, will try and change various factors at their hand to stop the likelihood of being a school under the floor standard of -0.5 or they could gain the chance of being called one of the best schools, free from regular inspection routines for a year. Obviously most schools and their leadership work with the basic integrities that we should expect, however the concern is for the number who might, for example, have poor performing children removed from the school, perhaps sending them to their local Pupil Referral Unit, so as to remove from their register those children who are viewed as likely to score very poorly in their 8 GCSE exam slots; these children would add zeros to the schools score mix and thus bring down the school’s overall Progress 8 score. Then there’s the tactic of devaluing a child’s potential and encouraging them to take less academically challenging subjects and examinations for fear that they may not hit a higher estimated progress score and again bring down the school’s ranking. Funnily enough in GCSE Maths under the big idea of data distribution (averaging) these pupils would be called the outliers, a grouping who are relatively small in amount yet can have a significant influence on the total averaging score. Many of these children are being put into the basic learning foundation tier and so are not likely to learn about the mathematical principles of outliers in their maths classes even though the very system they are being educated in considers them to be very problematic outliers. The flaws in Attainment 8 – Part 1: page: 19 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

The Futurist (Haringey) - Episode 01 - 2018
Special Report: The flaws in Attainment 8 - Part 1
Food Waste to Energy: An Overview of Sustainable Approaches for Food Waste Management and Nutrient Recycling (BMRI2017-2370927)
EER and CREC Summer Event 2018 - uLearn Naturally Radio - Podcast
Home-School-Knowledge-Exchange (HSKE) Icon- (the neuron key)
The Futurist (Haringey) magazine - advert rates info
Prospectus - Level Being 9 - The Best - The highest possible level - uLearn Naturally GCSE Mathematics



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