Case Study on Database Training by szj46999

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									FFT Data Analysis Project
                                                                                                        Introduction



                           This Case Study illustrates how a range of FFT analyses could be used to identify
                            and investigate issues in a secondary school.



                           The reports include examples from:
                               the ‘standard’ reports available to all project LEAs
                               modified versions of the standard reports using an add-on to the database (also available
                                to all project LEAs)
                               self-evaluation reports (used in NRwS trials)



                           The slides illustrate, with annotated examples:
                               how the ‘contextual value-added’ analyses and ‘significant areas’ reports can be used to
                                identify areas where pupil progress may be an issue
                               how pupil-level analyses can provide further insights
                               what the school might consider when applying the outcomes of this analysis to look
Fischer Family Trust /
Fischer Education Project       ahead and set appropriate targets
2005.

Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.
FFT Data Analysis Project
                            NRwS: Contextual Value Added




Fischer Family Trust /
Fischer Education Project
2005.

Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.
FFT Data Analysis Project
                                                                                            NRwS: Contextual Value Added
                            Value added from KS2 to KS4 is significantly above 5+          Increasing % of pupils with 5+ A*-C grades, and
                            A*-C AND the Capped Points Score is also improving             reducing the % of pupils with no passes.




                            With distinguishable improvements in                    In the last 2 year, more of a contribution is made by value
                            KS2-KS3 value-added, what will the effect               added from KS3 to KS4 than KS2 to KS3.
                            be upon KS3 to KS4 value-added?


                            In 2003/04, the school:
Fischer Family Trust /     - Turned around the value added of the Year 11, from progress KS2-3 to high value added KS34 and KS24
Fischer Education Project
2005.
                            And in 2002/03 and 2003/04:
Extracts may be
reproduced for non
commercial education or     - Maintained the KS2-KS3 value added of Y9, which is significantly above;
training purposes on the
condition that the source
is acknowledged.            - And reduced the number of pupils with no passes
FFT Data Analysis Project
                                                                                   NRwS: 3 Year Grid – All Pupils



                                                         English appears to be an issue, especially both as a core subject,
                                                         and also for 5+ A*-G including English and Mathematics




                            5+ A*-C is a strength, and improving, but a downward           Overall measures are a strength
                            trend with 5 A*/A grades                                       and improving.




Fischer Family Trust /
Fischer Education Project
2005.

Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.
FFT Data Analysis Project
                                                                                   NRwS 3 Year Grid: All Measures

                            Reading across the range of measures for a group, lower band girls have value-added that is either in
                            line or above, and for some indicators the trend is improving.




                            There are issues with 5+ A*/A for Upper band pupils, and maybe the top end of Middle band girls.
                            English is also an issue as a subject, and possibly as a contributor to 5+ A*-G including English and
                            Maths.
Fischer Family Trust /
Fischer Education Project
                            The school has a strength with overall measures covering mean grade and points scores, despite the
2005.
                            low value-added in English, and at 5+ A*/A.
Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.
FFT Data Analysis Project
                            NRwS 3 Year Grid: Threshold Measures



                                          5+ A*-C is a strength, as for all
                                          groups, value added is in line or
                                          above over three years.
                                          But there is a downward trend for
                                          Middle band girls which we might
                                          want to look at further. This might
                                          also be at the top end, given that
                                          5+ A*/A is consistently
                                          significantly below.




                                          5+ A*/A grades downward trend
                                          for Upper band girls and Upper
                                          band boys.


Fischer Family Trust /
Fischer Education Project
2005.

Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.
FFT Data Analysis Project
                                                           Pupils with the highest A*/A estimates from KS2




                            This is a pupil est/act report, order by the A*/A estimates. While all of these pupils go one to achieve 5+
                            A*-C grades, and the number of A*-C grades in is line with estimates, the number of A*-A grades for
                            some pupils e.g. Rebecca Dill, Louis Peppercorn, Jenna Lime, is below the number estimated.
Fischer Family Trust /
Fischer Education Project
2005.

Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.
FFT Data Analysis Project
                                                                     Est/Act Reports 2001/02, 2002/03, 2003/04




                                                                                                                                    For middle
                                                                                                                                    band girls,
                                                                                                                                    value added
                                                                                                                                    significant
                                                                                                                                    in 2002 and
                                                                                                                                    2003, but in
                                                                                                                                    line in 2004




Fischer Family Trust /
Fischer Education Project
2005.

Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.            Note: these are modified reports showing the number of pupils. The standard FFT report displays percentages.
FFT Data Analysis Project
                                                                            Which Middle Band girls in 2003/04?

                            Normally a school would pick out pupils from the value-added list, or re-order the underlying data to
                            look for patterns. This table groups the 2003/04 Year 11 girls by both prior attainment bands.

                               Prior        Prior     Number of        AC5          AC5       Number of     % Pupils     Difference
                            Attainment   Attainment    pupils        Estimate     Estimate    pupils 5+     5+ A*-C         to Y6
                               KS2          KS3                      from Y6      from Y9       A*-C                      estimate
                              No PA        No PA           4                        27%           1           25%
                                L            L            20          12%           5%            5           25%          13%
                                L            M             2          29%           45%           1           50%          21%
                                M            L             7          42%           10%           1           14%          -28%
                                M            M            34          56%           46%           20          59%           3%
                                M            U             6          58%           83%           5           83%          25%
                                U            M            13          86%           60%           11          85%           -1%
                                U            U            30          90%           94%           29          97%           6%

                            As with the est/act reports, the girls in the lower band from KS2 make better than expected progress.
                            Out of 22 pupils, 6 achieved 5+ A*-C grades.

                            Most middle band girls achieve in line with estimates e.g. the 34 pupils who were middle band end of
Fischer Family Trust /
Fischer Education Project   KS2, and middle band end of KS3.
2005.

Extracts may be
reproduced for non
commercial education or
                            But what about the 7 girls who were middle band end of KS2, but dropped to lower band end of KS3?
training purposes on the
condition that the source   It’s not many pupils, but overall middle band pupils were significantly above in previous years. We’ll
is acknowledged.
                            look at these pupils to illustrate some principles when looking at pupil data.
FFT Data Analysis Project
                                                                       7 Girls dropped a Prior Attainment Band




                            The value added from KS2 to KS4 is low for some of the 7 pupils. For example, Katie Sage was
                            estimated to achieve 49 points, but achieved 28. Her attainment then stabilises from KS3 to KS4.
                            Of the other pupils, Megan Peppercorn reverses the KS3 dip, Hannah Crab Apple has no passes, while
                            the other pupils stabilise.




Fischer Family Trust /
Fischer Education Project
2005.

Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.
FFT Data Analysis Project
                                                      Look at pupils where the Standardised Score drops




                            If this were an important group, the school would want to look at pupils in Year 10 who made low
                            progress from KS2 to KS3, as results from the previous year showed that although they are few in
                            number, they tend to stabilise during KS3 rather than recover.




Fischer Family Trust /
Fischer Education Project
2005.

Extracts may be
reproduced for non
commercial education or
training purposes on the
condition that the source
is acknowledged.
FFT Data Analysis Project
                                                                                              Contextualised estimates




Fischer Family Trust /
Fischer Education Project
2005.

Extracts may be
reproduced for non
                            Estimates provide a range, and the school is likely to be around top quartile for 5+ A*-C, and within
commercial education or
training purposes on the
                            the range 5+ A*-G and Capped Points Score if they repeat the value-added from previous years.
condition that the source
is acknowledged.

								
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