§ Lord Lucasasked Her Majesty's Government:
What correlation they observe between the key stage 2 to key stage 3 value added measure and the key stage 3 to GCSE value added measure published in the pilot value added tables last month. [HL1986]
§ Baroness Ashton of UphollandThe correlation between the key stage 2 to key stage 3 value added measures and the key stage 3 to GCSE/GNVQ value added measure for the 200 pilot schools with both measures was +0.26.
Any interpretation of this correlation should take into account that the value added measures have been calculated for two separate cohorts of pupils.
§ Lord Lucasasked Her Majesty's Government:
What correlation they observe between the key stage 2 to GCSE value added measures published in the pilot value added measures last month and (a) raw GCSE results, (b) measures of social deprivation, (c) selection on the basis of ability or aptitude and (d) selection on the basis of ability or aptitude in neighbouring schools. [HL1987]
§ Baroness Ashton of UphollandThe available information is shown in the following table. It shows the correlations between the school value added measures and:
- (a) raw GCSE/GNVQ results; and
- (b) for maintained mainstream schools only, the percentage of pupils known to be eligible for free school meals.
VA measure % 5 or more grades A*—C Average GCSE/GNVQ point score % eligible for free school meals KS2 to KS3 0.72 0.66 -0.61 KS3 to GCSE/GNVQ 0.40 0.46 -0.16 The pilot covered only a sample of schools and included only a very small number of schools that were selective or had neighbouring selective schools. It would therefore be inappropriate to calculate correlations separately for these schools.
§ Lord Lucasasked Her Majesty's Government:
What is the average improvement per pupil, in terms of National Curriculum levels to an accuracy of two decimal places, by pupils whose results were included in the pilot value added tables (a) from key stage 2 to key stage 3 and (b) from key stage 3 to GCSE. [HL1988]
84WA
§ Baroness Ashton of UphollandThe average improvement per pupil in terms of National Curriculum levels to an accuracy of two decimal places by pupils whose results were included in the pilot value added tables were:
- (a) from key stage 2 to key stage 3: 1.36 levels
- (b) from key stage 3 to GCSE/GNVQ: it is not possible to calculate an average improvement in terms of National Curriculum levels because there is no equivalency between National Curriculum levels and the GCSE/GNVQ point scoring system.
§ Lord Lucasasked Her Majesty's Government:
For pilot value added tables, where the key stage 2 results have been taken from, for those pupils who did not take the key stage 2 test at the schools included in the value added pilot (particularly those pupils at independent schools not participating in key stage 2 tests) and whether those key stage 2 results were measured as whole National Curriculum levels or at a finer level of definition. [HL1989]
§ Baroness Ashton of UphollandMost pupils change schools between key stage 2 (KS2) and key stage 3 (KS3) since KS2 tests are usually taken during the last year of primary education. The KS2 information for each pupil used in the value added calculations would therefore relate to the tests taken in their particular feeder primary school. The pilot developed and tested systems to trace the key stage 2 prior attainment information for all pupils eligible for key stage 3 assessment in 2001, using the KS2 results from 1998, i.e. three years previously.
Any pupils for whom KS2 prior attainment information could not be traced were excluded from the value added calculations except where the current school could provide the missing details. If a pupil did not take KS2 tests and therefore had no input measure, they were also excluded from the value added calculation for their school.
KS2 performance was measured as an average level across the three subjects of English, mathematics and science. Whole National Curriculum levels were used in the calculation of the average level.