1. Absence and Attainment at Key Stage 4 (New analysis of the National Pupil Database) Jo Hutchinson, Schools Analysis & Research Division Jo.Hutchinson@dcsf.gsi.gov.uk 21 November 2008 Standards & Delivery Analysis Unit

2. Overview Background –Absence distribution in secondary schools and at KS4 –Absence over the Key Stage What is the link between absence and attainment at KS4? Are all types of absence equally linked to attainment? Is the relationship the same for all groups of pupils? Is absence still linked to attainment when we control for other established factors, or is it just a proxy? Where next for the analysis of absence and attainment? Standards & Delivery Analysis Unit

3. Essential absence facts – the distribution Standards & Delivery Analysis Unit

4. Essential absence facts – the distribution Standards & Delivery Analysis Unit

5. Essential absence facts – the distribution Standards & Delivery Analysis Unit

6. Essential absence facts – the distribution Standards & Delivery Analysis Unit

7. Background – persistence of absence over the Key Stage Standards & Delivery Analysis Unit Autumn 2006 Spring 2007 Summer 2006 Spring 2007 Unsurprisingly, absence is correlated over time Comparing all possible pairs of terms, the strongest correlations are within-year (autumn 2006 and spring 2007 = 0.70**) The weakest correlation was between spring 2006 and the previous summer 2006 (0.48**) Initial tests showed the strongest relationships between absence and KS4 attainment were found using absence across the whole Key Stage Subsequent analysis reflects absence levels over the Key Stage (Autumn 2005 – Spring 2007 inclusive) and attainment in 2007

8. KS4 Absence and Attainment – is the expected link established within the national data? Standards & Delivery Analysis Unit

9. KS4 Absence and Attainment – is the expected link established within the national data? Standards & Delivery Analysis Unit

10. KS4 Absence and Attainment – is the expected link established within the national data? Standards & Delivery Analysis Unit

11. What does GCSE attainment look like for Persistent Absentees? Standards & Delivery Analysis Unit

12. Are all types of absence equally linked to attainment? Standards & Delivery Analysis Unit

13. Are all types of absence equally linked to attainment? Standards & Delivery Analysis Unit

14. Are all types of absence equally linked to attainment? Standards & Delivery Analysis Unit

15. Is the relationship the same for all groups of pupils? Standards & Delivery Analysis Unit

16. Will tackling absence narrow the gaps? Standards & Delivery Analysis Unit

17. Will tackling absence narrow the gaps? Standards & Delivery Analysis Unit

18. Will tackling absence narrow the gaps? Standards & Delivery Analysis Unit

19. Controlling for established factors in pupil progress – is absence just a proxy? Standards & Delivery Analysis Unit

20. How big is the difference in attainment? Penalty of 3 GCSE points for a 1% increase in absence over the Key Stage –6 points = 1 grade in 1 GCSE subject –FSM eligible -25 points –SEN at School Action Plus/Statement -64 points –Girls +15 points –Area of low deprivation +5 points Standards & Delivery Analysis Unit

21. What does this look like for persistent absentees rather than at the margin? Standards & Delivery Analysis Unit

22. Where next for this analysis? Other Key Stages Absence and progression to A-level Absence, Attainment and LSYPE –attitudes and beliefs –risky behaviours Modelling the likelihood of developing persistent absence Standards & Delivery Analysis Unit