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Special Report: The flaws in Attainment 8 - Part 1

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

Their

Their summary of key points: • While Arts Council England understands and supports the aspiration to raise standards for students, regardless of background, we are concerned that the target of 90 per cent of pupils entering the EBacc is unrealistic. We recommend that if a school or college teaching Key Stage 4 is able to evidence clear rationale for pupils not put forward for the EBacc and demonstrate a suitable alternative programme of study, any rating of their performance should reflect this approach positively. • Cultural education is key to social mobility. Implementation of the EBacc needs to recognise the importance of social and cultural capital and ensure equality of access to cultural education and experiences to develop these key skills. • Arts Council England is concerned that proposed measures for implementation of the EBacc will further encourage a reduction in cultural subject selection and that the reduction of opportunity for qualified arts teachers will result in a reduction of skilled arts teachers able to develop the creative citizens of the future. • Arts Council England recommends that measures are put in place to promote and protect cultural education at Key Stage 3 so pupils are aware of the range of options available to them and the value that a cultural education can bring. • A broad and balanced education provides pupils with a range of skills and abilities required for further education or employment. Implementation of the EBacc needs to recognise the value cultural education can bring in developing these skills. • Cambridge assessment into the uptake of GCSE subjects finds that pupils considered to live in higher levels of deprivation are less likely to take more than seven GCSEs than pupils classified as living in lower levels of deprivation. Pupils living in lower levels of deprivation are more likely to take nine or more GCSEs than pupils living in higher levels of deprivation. • Arts Council England is concerned that, if required to take seven core EBacc GCSEs, pupils from deprived backgrounds will not have the same opportunity to study a broad and balanced curriculum as their more advantaged counterparts. • The Arts Council believes that a quality education is formed by a broad and balanced curriculum which includes a great cultural offer. It should be an offer available to all to support the social, moral, cultural and spiritual requirements that are also recognised as vitally important. We need to ensure that all children and young people, wherever they start in life, benefit from an inspiring cultural education. Read their full report here. The flaws in Attainment 8 – Part 1: page: 8 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

Calculating Attainment 8 and Progress 8 The calculation of Attainment 8 and Progress 8 follow a process something like this: Each individual grade a pupil achieves in their GCSEs is assigned a special point score, which is then used to calculate a pupil’s Attainment 8 score. Firstly all pupils nationally are put into “prior attainment groups” based on their Key Stage 2 results, so that pupils are said to be grouped into pupil groupings with apparent similar “starting points” to each other. Their progress is monitored to the end of their secondary schooling (and beyond). Pupil’s Attainment 8 score is worked out, points are allocated according to GCSE grades attained for all 8 subject slots, these points are added together to give the Attainment 8 score. Progress 8 is then calculated for individual pupils, this is said to be done solely in order to calculate a school’s Progress 8 score. Schools are advised that “There is no need for schools to share individual Progress 8 scores with their pupils.” They are further directed that “Schools should continue to focus on which qualifications are most suitable for individual pupils”. With undisclosed individual Progress 8 scores (per pupil) assessed the school’s next monitoring process is to create a school level progress score. This is done by adding together the Progress 8 scores of all the pupils in year 11 and dividing by the total number of pupils. As well as gaining school level Progress 8 scores schools will also gain a view of year group, class level and individual level Progress 8 assessments. Additionally schools will have all the standard demographic analysis too; ethnicity, gender, special educational needs (SEN), education health and care plans (EHC), free school meals (FSMs) etc. This data is rarely shared with the community and definitely contains within it a clear picture of what is going on, statistically speaking. A school’s successes and failings are viewable in all kinds of dynamic stratifications (school, year, class, SEN, EHC, FSM levels etc) of this data. The flaws in Attainment 8 – Part 1: page: 9 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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