1. The New 16-19 Accountability Measures
Neil Bradford

2. The 16-19 Accountability Measures
Review the rationale for the 5 headline methods
Look at the methodology used.
Consider the change the measures are intending to drive
Discuss implications & actions schools should be considering now

3. The 16-19 Accountability Measures
To make the school and college accountability system fairer more ambitious and more transparent
New accountability system starts in 2016.
Applies to students who started courses in Sept 2014
5 headline measures to be published in the performance tables January 2017
Information provided in the guide aims to help you understand how the 5 measures will be calculated
Guide available from the conference website
Measures still under development due for review in 2015

4. The 5 Headline Measures Headline Measure Outline Description Progress
Forms basis of floor standard
Separate value for 4 program types
New VA method for Academic and Applied General Progs.
Tech Level and Level 2 to us completion and attainment measure
Attainment
Separate measure showing average grade students attain for Academic, Applied general, Tech level, L2 Substantial Vocational
English and Maths
for GCSE, and L3 Core Maths from 2017
Retention
completion of ‘core aim’
Destinations
‘aim to include this when robust data is available’

5. Headline Measure Progress
The main focus of the new accountability system
Will form the basis of minimum standards
4 measures of progress
L3 Academic/ L3 Applied General will have a new KS4-5 VA measure
L3 Tech level/ L2 Substantial Vocational will use a completion/attainment measure

6. New level 3 Value added methodology
The main changes is how prior attainment is defined and the method for calculating national average levels of progress
We start by taking data for a particular subject – for example A level English. For each student taking this subject we calculate their average prior attainment at key stage 4 and what grade they achieved in the A level.
Students placed into 20 bands of equal number for that subject
Students will be compared with other students studying the same qualification nationally before being aggregated to give an overall score for a provider
Band number for each subject is effectively a rank position of the students taking that subject.
Ability of students with in the same band for different subjects may be different
Method allows us to calculate average attainment in a way that closely aligns with the underlying data.

7. New base line explained

8. Not unlike…..

9. But…..
20 bands equally populated with width size varying with subject specific cut off points

10. Level 3 Value Added : How it works
Base- Line
Subject Band
KS5 Score Compared
Academic
Average attainment at GCSE only *
Students base line score places them in 1 of 20 bands per subject.
Band 1 = bottom 5%
Band 2 = next 5 %.....
….Band 20 = top 5%
Students actual score is compared with the average nationally for all students taking the same subject in the same band.
Difference = VA
Vocational
Average attainment all KS4 qualifications*
As above
*L2 results obtained in y12 won’t count

11. Level 3 Value Added :How it works

12. Level 3 Value Added :How it works

13. Level 3 Value Added :How it works

14. Level 3 Value Added :How it works
Subject Band
Percentile
Probable GCSE grades
Student grade
Band average
Value Added 1
1-5
C/D/E 2
6-10
C/D ( 2,8 D C -1 3
11-15
C/D (5,5) …… 19
90-95
A*/A/B A* A 20
96-100
A*/A
A*?
Bands will contain same number of students
Width of the band will narrow at the centre
Can a band 20 student achieve positive VA??

15. Level 3 Value added Separate scores for VA Academic and Vocational
VA Scores for each subject
Different method but reporting categories remain the same as the Lev 3 VA/LAT
Minimum standards set separately for Academic and Vocational
Progress instead of outcomes

16. L3 Tech level/ L2 Substantial Vocational completion/attainment measure
VA not possible because of weak relationship with prior attainment
Attainment compared to national average attainment for each qualification
Scores for each qualification aggregated to give a provider score
Difference between provider score and National is the new attainment score
Likely to be a positive/negative fraction of a grade
National Average will vary from course so same grade could give a positive in one course and a negative in another

17. Completion
All students who receive funding for a Tech Level or a level 2 Substantive Vocational Qualification will be included in the measure.
Students who withdraw within the funding “qualifying period” will not be counted in the measure.
Withdrawing after the qualifying period has elapsed treated as fail ( 0 points)
Census will identify the above students
Students transferring to apprenticeships traineeship or supported internship will be excluded from the completion and attainment measure
Students who transfer will only have final course counting
May be a minimum no of students required on a course for its inclusion ( under review)

18. Published Attainment grades
Average grade for the different types of qualifications will be published to enable parents to compare providers
Attainment measure converts to the average point score to the average fine grade
ACADEMIC E- E E+ D- D D+ C- C C+ B- B B+ A- A A+
A*- A*
VOCATIONAL P- P P+ M- M M+
Dis-
Dis
Dis+
Dis*-
Dis*

19. English & Maths
Measures post 16 performance of students who continue their L2 courses
Students performance compared to national average student with same prior KS4 performance
Lowest value add score = - 1 so D/E to F both score-1
This prevents poorly motivated students disproportionately affecting an institutions score
Stepping stone qualifications carry less weight post 16 ( i.e. functional skills worth half a D )
KS4 Eng. GCSE grade
Nat KS5 Eng. GCSE grade
Student KS5 GCSE grade VA E D C +1 F -1

20. Retention
The retention measure will show the proportion of students who get to the end of the programme of a core aim of study that they enrolled on at a provider.
Separate values level 3 academic/Applied General/Tech /level 2 Substantial Vocational Qualification programmes
No overall retention figure ( could disadvantage vocational providers)
No other qualification type included at this stage
Withdrawal from non core aim won’t affect the measure
i.e. an A level student only needs to complete 1 A level to be counted as retained
Remains aligned to the funding methodology

21. Retention: qualification periods
Program length
Qualification period
2-24 weeks
6 weeks
More than 24 weeks
2 weeks

22. Supporting measures % of students repeating a year either 12 or 13
Completion of course without final entry
Transferral to lower level aims

23. Retention & funding

24. Destinations
Intention is to produce an institutions measure of success in enabling students to move onto either education training or employment
As improvements are made with the data capture, quality and robustness a measure of the % of students moving onto education training or employment will be published for all providers in the performance tables
Current statistics relate to year olds enrolled on level 3 courses in the 2011/12 academic year ( cohort to be expanded to include students on substantial level 3 )
Need to be in education for 6 months October to March following completion of their level 3 course
Range of supporting information to be added ( educational destinations/characteristic breakdown SEN gender etc)

25. Wider qualification reform
English and Maths at the heart of the education system
More practical and greater stretch for the more able
16-18 funding conditional on continued GCSE Maths and English who didn't achieve C or higher at KS4

26. A-level reforms Linear from 2015
AS considered an unnecessary burden on teachers and students
Stand alone AS still possible

27. Reform of vocational qualifications
3 vocational routes
Applied general to higher education
Tech level provides route to apprenticeship skilled employment or technical degree
Tech level qualifications may except student from professional exams
Substantial vocational qualifications at level 2 provide a route into a skilled trade or occupation or can provide access to tech levels

28. Implications and actions
Headline Measure
Outline Description
School Actions
A-level
Linear course ( AS decoupled)
Enter for AS ?
Vocational
Tougher course structure/ tech option
English and Maths
for GCSE, and L3 Core Maths from 2017
Retention
Completion of ‘core aim’
Destinations
A % measure of students in EET 6 months after leaving