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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

From the females column

From the females column we can see that only two types of ethnic background are achieving below the national average which are White Gypsy Roma girls at-0.02 and Mixed White and Black Caribbean girls who performed (regarding Progress 8) worst than them at - 0.09. This contrasts interestingly with the fact that regarding Attainment 8 Mixed White and Black Caribbean girls scored 42.4 where as White Gypsy Roma girls scored just 18.0. From the table data we can also see that females and males from the Chinese ethnicity have a notably higher Progress 8 score compared to all other ethnic / heritage groups. We may ask ourselves what we can do to improve these results because out of the 38 “ethnicities” by gender groupings (19 x 2, which include nondescript classifications such as “not obtained”, “other” and “refused”) 9 gender groupings are falling under the Progress 8 average and two thirds of these are “Black”. There is a clear need to make these results positive so that these consistently “failing groups” move to either working at or above the Progress 8 average, but then is this not the nature of statistics and averaging, must there always be some Ones at the bottom? Will they always be the same Ones at the bottom? We ask this because 6 out of the 9 poor performers have “Black” in their official ethnicity designation and were males (young Black males), and further it is likely that the “Not Obtained” ethnic designation blind-spot contains a significant proportion of Black boys tucked away in it too. Young Black males, are they the problem or are they victims of the problem? [ ePoll ]. Most profoundly what does it mean to fail to achieve the poor expectations that were given to you? Would it have been better if regularly failing sectors of the schools population were given low expectations and then succeeded in achieving that? These questions get to the heart of the flaws in the new accountability scheme. This kind of results by ethnicity information is usually undisclosed (or obfuscated) by schools and so not much has been done about it, so us as parents, guardians and teachers we now have to ask resolutely what needs to be done to encourage schools to share and explore these dynamics, what can we do to improve these situations without a clear picture of what is really going on? There are so many questions, does the child’s heritage or kinship affect the child’s learning here, somehow lowering, relatively, their Attainment 8 and Progress 8 scores? Why and how would that happen? The flaws in Attainment 8 – Part 1: page: 26 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

Male performance In Black and White: Attainment 8 Summary: Black boys 36.53, White boys 47.25 Code Ethnicity Female Male Difference Total BOTH Black Other 46.2 36.1 10.0 41.0 BAFR Black African 47.1 36.6 10.5 41.8 BCRB Black Caribbean 42.8 36.9 5.9 39.6 Average: 45.37 36.53 40.80 Code Ethnicity Female Male Difference Total WOTH White Other 42.6 38.9 3.7 40.6 WBRI White British 54.3 55.6 -1.3 55.0 Average: 48.45 47.25 47.80 Look and contrast the difference between the Black and White males (10.72 points) and the Black and White females (3.08 points). Progress 8 Summary: Black boys -0.36, White boys 0.21 Code Ethnicity Female Male Total BOTH Black Other 0.53 -0.75 -0.20 BCRB Black Caribbean 0.09 -0.25 -0.10 BAFR Black African 0.63 -0.08 0.26 Average: 0.42 -0.36 -0.01 Code Ethnicity Female Male Total WBRI White British 0.32 0.14 0.23 WOTH White Other 0.61 0.28 0.44 Average: 0.47 0.21 0.34 Look and contrast the difference between the Black and White males (0.57 points) and the Black and White females (0.05 points). Please note: We do not agree with the general system of “ethnic” classification, in science it has been highly questioned and is now formally presented as scientifically unsound and in practice there are many issues with its use politically and socially in everyday life. The terms are here used above as this is the national scheme, the ethnic groups selected above show a contrast in the experience of Black and White boys, whilst this is clearly not the whole picture our panel of advisors felt that this snapshot touches the tip of something important. The flaws in Attainment 8 – Part 1: page: 27 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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Special Report: The flaws in Attainment 8 - Part 1
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