What do the data and research really tell us?

Slides:



Advertisements
Similar presentations
Stephen Meek Director of Strategy, DfES 26 April 2006
Advertisements

Deprivation and the Pupil Premium - what you need to know. After prior attainment, poverty is the strongest predictor of a child’s future life-chances.
Sue Rogers Director of Education KGA Presentation GCSE and Post 16 plus Closing the Gap.
Effective use of the Pupil Premium to close the attainment gap James Richardson Senior Analyst, Education Endowment Foundation 27 th June 2014
Progression at Pupil, School and National Levels Workshop 14 DCSF Conference: The Use of Evidence in Policy Development and Delivery 9th February 2010.
The Performance of Vulnerable Learners Somerset Schools Forum 20 May 2014 Agenda Item 5b Nicola Turner.
Compact Termly Primary Headteacher Briefing November 2012 Headline Performance Data 2012.
Summary Education Performance for Herefordshire Overview February 2015.
What’s new in the Child Poverty Unit – Research and Measurement Team Research and Measurement Team Child Poverty Unit.
Feyisa Demie Adviser for school self-evaluation and
Educational Standards Cabinet January Early Years Performance  The percentage of pupils achieving the target expectations in the Early Years Foundation.
Promoting good practice in tackling poverty and disadvantage INSET materials for primary schools.
Provisional End of Key Stage Outcomes v4 This includes provisional indications of performance by vulnerable groups at Early Years and at Key Stage 2 As.
Widening Participation in Higher Education: A Quantitative Analysis Institute of Education Institute for Fiscal Studies Centre for Economic Performance.
© Crown copyright PPT-EN-05 Workshop 3S (Secondary) Analysing progress data.
CLOSING THE GAPS – REDUCING INEQUALITIES IN OUTCOMES FOR CHILDREN AND YOUNG PEOPLE BIRMINGHAM ACHIEVEMENT GROUP SEMINAR DECEMBER 2008 JOHN HILL RESEARCH.
Primary headteachers Updates Tim Coulson June 2013.
Margaret McMillan Primary School Whole School Data From RAISE online 2012 and LA data.
Inclusion Pathway Small Scale Investigation What strategies can be used to close the gap in educational achievement for children living in poverty, in.
Manor School Progress Tracking Contents Introduction3 Summary of Findings Free School Meal Progression5 Gender Progression6 Special.
The Coseley School A Co-operative Trust Closing the Gap Strategies – 2015/16 Believe, Achieve, Excel Closing the Gap Strategies – 2015/16 Believe, Achieve,
1 Hartlepool Education Commission Conference 17 September 2014.
WHITE WORKING CLASS ACHIEVEMENT Dean Jackson, Assistant Director, Education Hartlepool Borough Council.
RAISEonline Data Analysis for Governors and Staff Beaver Road Primary School Clive Davies OBE Beaver Road (c)
ItemEnglishMaths National A*-C6661 National boys A*-C6061 National girls A*-C7362 National FSM A*-CNA National boys FSM A*-CNA National girls.
Cambridgeshire School Improvement Board Achievement of Vulnerable Groups 1 st February
What is CVA? ….Contextual Value Added. Attainment Eg. 62% 5+ A*- C…the headline figure Attainment – where we are now (eg 62%) Achievement – the progress.
RAISEonline Data Analysis St Bernadette's Catholic Primary School St Bernadette's Catholic Primary School (c)
Promoting good practice in tackling poverty and disadvantage INSET materials for secondary schools.
Governor Data Training. Secondary National Standards National Floor Standards 5 A*-C including English and maths above 40% rising to 50% in Progress.
Standards report Standards Report CT Board 18 th March 2016.
Hertfordshire County Council The Role of the Secondary Assessment Co-ordinator Day One 5 th July 2005.
2008 Exam Performance Summary Issues and Trends. Key Stage 2.
Narrowing the gap Engagement Strategies in Maths.
Educational Attainment in Hastings Presentation to the Hastings LSP Fiona Wright 22 October 2012.
Hyndburn District Children’s Trust Education Performance Data Paul Dyson-Knight Nick Broome (Secondary Adviser)(Primary Adviser) May 2011.
Introductory PowerPoint DES 2008 Gifted and Talented.
Managing The New National EAL Assessment Data Collection and New Development in School Census Feyisa Demie Head of Research and Adviser for School Self-
Newcastle Learning Challenge Data analysis November 2014 Newcastle City Council.
2016 Primary Assessment Update 27th September 2016
Attainment, progress and context by disadvantage / pupil premium
FD SUPPORTING TEACHING AND LEARNING
The Village School Assessment Analysis
Analysing the Primary RAISE
Chawton CE Primary School Assessment Tuesday 4th October 2016
Objectives To explore the data analyses that are available in RAISEonline and how they can be used to identify differences in progression rates To consider.
Governor Training DATA.
Raising standards, improving lives
Narrowing gaps – setting the scene
KS 1 SATs Information Session 2017
EYFS and KS1 Parent Meeting November 2016
Sheffield Performance Overview
Suffolk Performance Headlines LA Updates
Workshop 2S (Secondary)
Off to a Good Start? Primary School Experiences and the Transition to Second-Level Education Emer Smyth.
Using data and evidence to improve performance
RAISEonline Data Analysis for Governors and Staff
Shimna Integrated College Jacqueline Conn
What are the effects of ethnicity on educational attainment?
What are the effects of ethnicity on educational attainment?
Early Years – early language, social mobility and the home learning environment 15 March 2018.
Gender and Educational Attainment in Schools
Welcome back the children have settled back really quickly and are showing fantastic learning behaviours in the classroom and we have welcomed some excellent.
Establishing the barriers- our principles
What are the effects of ethnicity on educational attainment?
Pupil Premium Conference
Workshop 4 Planning next steps.
Understanding ASP and FFT Data
Quality Early Childhood Care and Development:
RE-CAP: Match the key words to the correct definitions
Presentation transcript:

What do the data and research really tell us? Lucy Stokes National Institute of Economic and Social Research Annual Inclusion Conference 2016 Fairfields Teaching School Alliance & Northamptonshire County Council Boys’ achievement: research, strategies and success 18th November 2016 1

Introduction Lower average educational attainment of boys continues to attract attention Particular focus on White British boys This presentation: Gender gap in attainment Attainment by ethnicity, disadvantage and gender Why do pupils in some ethnic groups appear more resilient to effects of poverty?

The gender gap in educational attainment

KS4 attainment Girls are more likely than boys to attain 5 or more GCSEs at grades A*-C including English and maths In 2015, the gender gap stood at around 9 percentage points for England Similar gap (around 11 percentage points) for Northamptonshire

KS4: 5+ A*-C GCSEs or equivalent including English & maths, by gender, 2015 Source: SFR01/2016: GCSE and equivalent results in England 2014/15, Department for Education

Attainment at primary school Girls are also more likely than boys to reach the expected standard at KS2 This applies for most, but not all subjects In addition, more girls than boys reach the expected standard at KS1 achieve a good level of development in the EYFSP

KS2: % pupils reaching the expected standard in reading, writing & mathematics, England 2016 (provisional) Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

KS2: % pupils reaching the expected standard by subject, England 2016 (provisional) Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

KS2: % pupils reaching the expected standard, teacher assessments, England 2016 (provisional) Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

KS2: % pupils reaching the expected standard by subject, Northamptonshire 2016 (provisional) Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

KS2: % pupils reaching the expected standard, teacher assessments, Northamptonshire 2016 Source: SFR39/2016: National curriculum assessments at key stage 2, 2016 (provisional), Department for Education

KS1: % pupils reaching the expected standard, 2016 England Northamptonshire Source: Phonics screening check and Key stage 1 assessments in England. SFR 42/2016, Department for Education

EYFSP: % pupils achieving a good level of development, 2016 Source: Early years foundation stage profile (EYFSP) results: 2016

Summary A gender gap is apparent at all phases of the school system The gender gap is already evident at age 5 Understanding trends over time is complicated by changes in the way attainment has been measured

Attainment by ethnicity, disadvantage and gender

White British pupils Performance of White British pupils, particularly White British boys, has attracted considerable attention in recent years Particular focus on “disadvantaged” White British pupils Often referred to as “White working class” In practice, eligibility for free school meals is often used as a proxy Circumstances of pupils within the FSM group may vary considerably

Educational attainment by ethnicity Overall, gaps in educational attainment by ethnic group have narrowed considerably over last 20 years Over the period 2004 to 2013: Most ethnic groups have seen improvement in attainment relative to White British pupils Only “White other” group has seen a decline relative to White British pupils

% students achieving 5 GCSEs A*-C including English and maths Source: Figure 6, Strand (2015)

Educational attainment by ethnicity and disadvantage Among those pupils eligible for FSM, White British pupils were the lowest attaining group in 2013 Furthermore, the gap between ethnic minority pupils and White FSM pupils has increased over time Not just a problem of White disadvantaged boys – White disadvantaged girls also show lower attainment

Per cent pupils attaining 5 or more GCSEs A Per cent pupils attaining 5 or more GCSEs A*-C including English and Maths, FSM pupils, 2004 and 2013 Source: Table 9, Strand (2015)

2013: Per cent pupils attaining 5 or more GCSEs A 2013: Per cent pupils attaining 5 or more GCSEs A*-C including English and Maths, FSM pupils Source: Appendix 6, Strand (2015)

Educational attainment at primary school At age 11, White British FSM pupils are second lowest achieving group (lowest is “White other”) At age 5, White FSM pupils are among the three lowest attaining groups: White British FSM pupils: 35% achieve “a good level of development White Other FSM pupils: 34% Pakistani FSM pupils: 34%

2013: KS2 results Source: Figure 19, Strand (2015)

2013: KS2 results, FSM pupils Source: Appendix 7, Strand (2015) % achieving level 4 or above Source: Appendix 7, Strand (2015)

2013: KS2 results, Non-FSM pupils Source: Appendix 7, Strand (2015)

2013: EYFSP, FSM pupils Source: Appendix 8, Strand (2015)

2013: EYFSP, Non-FSM pupils Source: Appendix 8, Strand (2015)

Why do pupils in some ethnic groups appear more resilient to poverty?

Why do pupils in some ethnic groups appear more resilient? Parental and family factors Student factors The role of schools Other influences

Parental and family factors Parental expectations and aspirations Cultural differences, for example, in value placed on education? Immigrant paradigm? Parental engagement with schooling Use of private tuition Home learning environment

Student factors Students’ own aspirations and expectations Both ‘risk’ and ‘resilience’ factors matter Strand (2014) – on average, ethnic minorities had more resilience factors and fewer risk factors Language and literacy skills Influence of peer groups both within school and beyond

The role of schools

The role of schools Smaller contribution than parental/family characteristics But still important – may be more amenable to intervention Wilson et al. (2011): Systemic school factors (e.g. curriculum) Between-school factors (quality) Within-school factors (teacher quality) Do ethnic minority pupils attend different schools?

Other influences Social capital “the pattern and intensity of networks among people and the shared values which arise from those networks” (ONS, 2003) Perhaps not lower aspirations, but better information needed on how to convert aspirations into actions Very difficult to measure!

Summary A gender gap is apparent at all phases of the school system The gender gap is already evident at age 5 Among FSM pupils, all ethnic minority groups outperforming White British pupils Not just boys; girls also show low attainment

Conclusions The home, school, and the pupil all matter in improving attainment – initiatives need to target all areas Help with language and literacy likely to be valuable (especially in early years) Strategies effective for low-attaining groups may also raise attainment of high-attaining groups Need for further evidence to inform future interventions aimed at raising attainment of White disadvantaged pupils

Further reading Stokes, L., Rolfe, H., Hudson-Sharp, N., & Stevens, S. (2015). A compendium of evidence on ethnic minority resilience to the effects of deprivation on attainment. London: DfE Strand, S. (2015). Ethnicity, deprivation and educational achievement at age 16 in England: Trends over time. London: DfE. https://www.gov.uk/government/publications/ethnic- minorities-and-attainment-the-effects-of-poverty

What do the data and research really tell us? Lucy Stokes National Institute of Economic and Social Research Annual Inclusion Conference 2016 Boys’ achievement: research, strategies and success 18th November 2016 38