HC Deb 05 March 2003 vol 400 cc1129-30W
Mr. Brady

To ask the Secretary of State for Education and Skills what percentage of pupils obtained A⋆-C grades in all three core subjects in(a) wholly comprehensive local authority areas and (b) wholly selective local authority areas, in each of the last five years. [91583]

Mr. Miliband

[holding answer 20 January 2003]: Within wholly comprehensive LEAs the following percentages of pupils achieved GCSE grades A⋆-C in all of the three core subjects of English, Mathematics and Science.

Percentage
2002 38
2001 34
20001 33
1999 32
1998 30

Within the LEAs deemed wholly selective for grammar school ballots purposes the following percentages of pupils achieved GCSE grades A⋆-C in all of the three core subjects of English, Mathematics and Science.

Percentage
2002 43
2001 42
20001 42
1999 40
1998 39

The following percentages of pupils in all schools in England achieved GCSE grades A⋆-C in all of the three core subjects of English, Mathematics and Science.

Percentage
2002 39
2001 38
20001 37
1999 36
1998 34
1From and for the year 2000, in line with general performance tables practice, figures for LEAs aggregates have been adjusted for asylum seekers and refugees, but national information has not been adjusted for these pupils.

The increase in the proportion of pupils achieving a grade A⋆-C in each of English, maths and science in wholly selective LEAs—4 percentage points since 1998–is half the increase (of 8 percentage points) for pupils in wholly comprehensive authorities. In addition, the above figures have not been adjusted to take into account pupil's prior attainments at KS2 or KS3, or socio-economic circumstances of schools.

For example, the proportion of pupils in mainstream, maintained schools 'known to be eligible for free school meals' in the 10 LEAs deemed wholly selective for grammar school ballots purposes is 11 per cent., compared with 17 per cent. in wholly comprehensive authorities, and nationally. Research has shown that lower levels of performance outcome are associated with lower levels of prior attainment and with higher levels of socio-economic disadvantage.