A report said that national test results apparently showing a transformation in achievement in English among children aged 11 from 1996 to 2000 came about largely because the standard of the reading test fell.
Source: Alf Massey, Sylvia Green, Trevor Dexter and Lisa Hamnett, Comparability of National Tests over Time: Key stage test standards between 1996 and 2001, Qualifications and Curriculum Authority (020 7509 5555)
Links: Report (pdf)
Date: 2003-Dec
A report said the introduction of the AS (Advanced Subsidiary) qualification had made an 'important contribution' to stimulating moves toward greater breadth of study. But 1 in 4 teachers were still unsure about the standard required of pupils taking A-level (Advanced level) courses.
Source: Curriculum 2000 Review: Report on Phase 3, Qualifications and Curriculum Authority (020 7509 5555)
Links: Report (pdf) | Guardian report
Date: 2003-Dec
Campaigners said that involvement by parents in their children's education accounted for up to one-quarter of potential attainment. Its effect was eight times greater than the impact of aspects of social class such as parents occupations.
Source: Leon Feinstein, Give Your Child a Better Chance, Campaign for Learning (020 7930 1111)
Links: Report (pdf) | CFL press release | BSA press release
Date: 2003-Oct
Provisional statistics for GCSE/GNVQ exams (England, 2003) showed a 1 percentage point increase, to 52.6 per cent, in pupils gaining five or more 'good' grades (A*-C). In specialist schools 56.1 per cent of pupils gained five or more good grades, compared with 48.7 per cent in non-specialist schools. Results for 'schools facing challenging circumstances' improved two and a half times faster than other schools, rising 2 percentage points compared to 0.8 points. The number of children leaving school at 16 with no GCSE or equivalent pass rose from 32,745 to 33,678. (GCSE = General Certificate of Secondary Education; GNVQ = General National Vocational Qualification)
Source: GCSE/GNVQ Examination Results for Young People in England, 2002/2003 (Provisional), Statistical First Release 29/2003, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release | SST press release
Date: 2003-Oct
Provisional data were published on the GCE/VCE A/AS examination results in England for 2002-03. For students aged 16-18 in schools and colleges, the average GCE/VCE A/AS point score per entry was 76.9 in 2002-03, compared to 76.0 in 2001-02. (GCE = General Certificate of Education; VCE = Vocational Certificate of Education; A = Advanced; AS = Advanced Subsidiary.)
Source: GCE/VCE A/AS Examination Results for Young People in England 2002/2003 (Provisional), Statistical First Release 30/2003, Department for Education and Skills (0870 000 2288)
Links: SFR 30 (pdf)
Date: 2003-Oct
A collection of essays argued that, despite new national curriculum aims that could make schooling more meaningful and relevant, the high number of children dropping out of education at 16 was unlikely to fall. It said that this could be because most secondary school subjects were stuck in Victorian ways of learning and bore little relation to modern life. For example, the history curriculum contained little work on the twentieth century, while science contained almost no work on the great scientific advances and their impact over the last 500 years.
Source: John White (ed.), Rethinking the School Curriculum: Values, aims and purposes, RoutledgeFalmer, available from the Institute of Education (020 7612 6050)
Links: IOE press release | Daily Telegraph report | Guardian report
Date: 2003-Sep
The Scottish Executive outlined plans to reform the school curriculum, assessment and testing system, and reporting to parents. It said the proposed changes were designed to drive up standards in schools by putting in place a 'balanced, flexible and manageable curriculum' which was appropriately assessed. Proposals included a seamless 3-18 curriculum to ensure pupils moved smoothly from pre-school to primary and then secondary schools; replacing the annual 5-14 survey of attainment with a new Scottish 'survey of achievement' to provide 'a more complete and robust picture' of national attainment; replacing the existing system of 5-14 national tests with assessment procedures which placed greater emphasis on supporting and improving learning; and 'more meaningful' information for parents on how their children were progressing.
Source: Press release 25 September 2003, Scottish Executive (0131 556 8400)
Links: SE press release
Date: 2003-Sep
The schools inspectorate said that schools should offer the new GCSEs to a wider range of students if the courses were to be held in similar esteem to traditional GCSEs. Despite an urgent need for further development of the work-related strands of the courses, the new GCSEs showed 'encouraging signs' of meeting the aspirations of both the government and young people. (In September 2002, eight new GCSEs were introduced as part of a programme to develop further vocational provision.) (GCSE = General Certificate of Secondary Education)
Source: Developing New Vocational Pathways: Interim report on the introduction of the new GCSEs in schools, HMI 1630, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release
Date: 2003-Aug
A paper argued that the term 'educational underachievement' was used in complex ways which - taken together - were ultimately meaningless.
Source: Stephen Gorard and Emma Smith, What is 'Underachievement at School', Working Paper 34, School of Social Sciences/Cardiff University (029 2087 5179)
Links: Paper (pdf)
Date: 2003-Aug
A paper examined patterns of attainment of boys and girls at different stages of their secondary education, and investigated the factors affecting pupil outcomes. A consistent picture was found of boys underachieving relative to their female peers: this gender gap widened between the ages of 14 and 16. Grammar schools outperformed comprehensives and secondary moderns for both boys and girls at both KS3 and GCSE. But this was not the case when a measure of the value added was considered by different school types between these two stages: for example, comprehensives added more value on average than grammar schools for female pupils. (KS = Key Stage; GCSE = General Certificate of Secondary Education)
Source: Adele Atkinson and Deborah Wilson, Measuring Pupil Attainment in English Secondary Schools: Preliminary analysis, Working Paper 03/063, Centre for Market and Public Organisation/University of Bristol (0117 954 6943)
Links: Paper (pdf)
Date: 2003-Aug
Provisional results were published of national curriculum assessments for children aged 7, 11 and 14 (England, 2003). Compared to 2002, attainment levels at 7 and 11 showed little or no overall improvement: but at 14 there was a general improvement. The Basic Skills Agency said that it was not surprising that targets which had been 'plucked out of the air' had been achieved again: but teachers described the targets as 'unduly aspirational'.
Source: National Curriculum Assessments of 7, 11 and 14 Year Olds in England: 2003 (Provisional), Statistical First Release 20/2003, Department for Education and Skills (0870 000 2288) | Press release 19.8.03, Basic Skills Agency (0870 600 2400) | Press release 19.8.03, Association of Teachers and Lecturers (020 7930 6441)
Links: SFR 20 (pdf) | DfES press release | BSA press release | ATL press release
Date: 2003-Aug
Provisional results were published for GCSE/GNVQ examinations in 2003. The overall percentage of marks at Grade A-E inclusive fell from 88.0 per cent to 87.5 per cent. The overall pass rate fell from 97.9 per cent to 97.6 per cent, the lowest for a decade. The government reportedly decided to drop its policy of closing schools which failed to meet GCSE targets for three consecutive years. (GCSE = General Certificate of Secondary Education: GNVQ = General National Vocational Qualification)
Source: National Provisional GCSE/GNVQ Results - June 2003 (All UK Candidates), Joint Council for General Qualifications (0161 958 3737) | The Guardian, 18.8.03
Links: Report (pdf) | JCGQ press release (pdf) | DfES press release | EOC press release | Guardian report 18.8.03 | Guardian report 21.8.03 (1) | Guardian report 21.8.03 (2)
Date: 2003-Aug
A paper examined gender-related differences in performance at age 16, and possible explanations for the underachievement of boys relative to girls. The 'gender gap' was found to be primarily driven by performance differentials in English. It was not related to whether a school performed well or poorly, or by any of the leading observable school characteristics. The authors concluded that the source was not within-school practice, and that policy directed at improving such practice may therefore be misplaced.
Source: Simon Burgess, Brendon McConnell, Carol Propper and Deborah Wilson, Girls Rock, Boys Roll: Analysis of the age 14-16 gender gap in English schools, Working Paper 03/084, Centre for Market and Public Organisation/University of Bristol (0117 954 6943)
Links: Paper (pdf)
Date: 2003-Aug
Provisional data were published on the 2002-03 GCE/VCE A/AS examination results. There was a slight increase at A level in the proportions meeting the standard at both Grade A (up 0.9 percentage points overall from 20.7 to 21.6 per cent) and overall at Grades A-E (up 1.1 percentage points from 94.3 to 95.4 per cent). Headteachers called for standardisation of grades between subjects, in the light of evidence that pupils were choosing easier subjects to boost their chances of university entry. At AS level, the proportion attaining Grade A fell by 0.6 percentage points from 18.0 to 17.4 per cent. At Grades A-E inclusive, the proportion passing AS increased by 0.2 percentage points from 86.5 to 86.7 per cent. A report said that, in the light of the uneven performance at AS, the exams regulator should reconsider its decision to examine all AS units in a subject in one session. (GCE = General Certificate of Education; VCE = Vocational Certificate of Education; A = Advanced; AS = Advanced Subsidiary.)
Source: National Provisional GCE/VCE Results: June 2003 (All UK candidates), Joint Council for General Qualifications (0161 958 3737) | Press release, August 2003, Secondary Heads Association (0116 299 1122) | Mike Tomlinson, Monitoring of the A Level Awarding Process for June 2003 Examination, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | JCGQ press release (pdf) | DfES press release | SHA press release | Tomlinson report | Guardian report 14.8.03 | Guardian report 18.8.03
Date: 2003-Aug
Two reports by the schools inspectorate concluded that boys responded well to teachers who set clear limits and high expectations, gave constructive feedback, and maintained a sense of humour. Boys also respected teachers who were enthusiastic and knowledgeable about their subjects.
Source: Boys' Achievement in Secondary Schools, HMI 1659, Office for Standards in Education (07002 637833) | Yes He Can Schools where boys write well, HMI 505, Office for Standards in Education
Links: Report 1659 (pdf) | Report 505 (pdf) | OFSTED press release
Date: 2003-Jul
An interim report was published by an official working group on the future of the school examinations system. It called for a single diploma for children and young people aged 14-19. There would be entry, intermediate, foundation and advanced diplomas in a single 'ladder of achievement', equating to the competence previously expected at 14, lower GCSE level (grades D-G), upper GCSE level (grades A*-C) and A-level. (GCSE = General Certificate of Secondary Education; A = Advanced)
Source: Working Group on 14-19 Reform, Principles for Reform of 14-19 Learning Programmes and Qualifications, Department for Education and Skills, TSO (0870 600 5522)
Links: Report (Word file) | ATL press release | NATFHE press release | Guardian report
Date: 2003-Jul
The United Nations special rapporteur on the right to education reportedly said that the targets and testing regime in English schools breached the UN convention on children's rights, because it was directed towards meeting government objectives rather than children's needs.
Source: The Guardian, 14.7.03
Links: Guardian report
Date: 2003-Jul
A new book examined different levels of achievement of pupil groups and the reasons behind them. It highlighted ways in which schools and policy makers might improve achievement through changes in policy and practice.
Source: Anne West and Hazel Pennell, Underachievement in Schools, Routledge Falmer (020 7583 9855)
Links: Summary
Date: 2003-Jul
The government said it welcomed the conclusion of a committee of MPs that marks awarded in the 2002 A (Advanced) level examinations had not been manipulated. But the committee reportedly protested at the government's response, and warned that the government did not seem to have learned the lessons of the experience.
Source: Government Response to the Committee's Third Report: A Level Standards, Third Special Report (Session 2002-03), HC 1026, House of Commons Education and Skills Select Committee, TSO (0870 600 5522) | The Guardian, 4.7.03
Links: Response | Report | Guardian report
Date: 2003-Jul
A comparative study by the schools inspectorate looked at early education in England, Denmark and Finland. It examined teaching and learning, the curriculum, what was expected of children at 6 (especially in literacy and numeracy), and the professional autonomy of teachers. It was found that in England the curriculum was more centrally defined, and that individual providers had less freedom to adapt it to their pupils' needs. This resulted in less variation in the style and content of teaching and learning than in the other countries.
Source: The Education of Six Year Olds in England, Denmark and Finland: An international comparative study, HMI 1660, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release
Date: 2003-Jul
The schools inspectorate said that many schools needed to do more to ensure effective planning and implementation of citizenship education. A significant proportion of the 25 schools inspected had not understood the full implications of citizenship as a national curriculum subject.
Source: National Curriculum Citizenship: Planning and implementation 2002/03, HMI 1606, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release | Citizenship Foundation press release
Date: 2003-Jul
A study of arts education in primary schools found that the arts were seen by a large proportion of the teaching profession as an essential but threatened contribution to the education of all children.
Source: Dick Downing, Fiona Johnson and Satpal Kaur, Saving a Place for the Arts? Survey of the arts in primary schools in England, National Foundation for Educational Research (01753 747281)
Links: Summary | NFER press release
Date: 2003-Jun
A literature review found that the extent and form of parental involvement in a child's education was strongly influenced by family social class, maternal level of education, material deprivation, maternal psycho-social health and lone-parent status and, to a lesser degree, by family ethnicity. The extent of parental involvement diminished as the child got older. Parental involvement was strongly positively influenced by the child s level of attainment: the higher the level of attainment, the more parents got involved. Parental involvement in the form of at-home good parenting had a significant positive effect on children s achievement and adjustment, even after all other factors shaping attainment had been taken out of the equation.
Source: Charles Desforges with Alberto Abouchaar, The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: Literature review, Research Report 433, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Jun
A report by the schools inspectorate said that most schools were making substantial progress towards achieving the government's plan for sport (published in 2001). But it also pointed out that schools needed to develop their physical education and sports programme further before the strategy had an impact on standards and improved the quality of provision.
Source: The School Sport Co-ordinator Programme: Evaluation of phases 1 and 2 - 2001-2003, HMI 1586, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release
Date: 2003-Jun
A schools inspectorate report examined the provision of a flexible school curriculum for children aged 14-16. It said that, despite successful efforts by many schools, the education service was not consistently providing a curriculum that matched the needs of low-achieving and disaffected children in this age group.
Source: Key Stage 4: Towards a flexible curriculum, HMI 517, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Statement by Chief Inspector (pdf) | Ofsted press release | Guardian report
Date: 2003-Jun
A statistical bulletin outlined the progress made by pupils between successive 'key stages', in maintained schools in England up to 2002. It focused mainly on progression of pupils by different characteristics, such as gender, receipt of free school meals, ethnicity, English as an additional language, and special educational needs. Girls outperformed boys in English, but boys did better in science and mathematics. Pupils receiving free school meals progressed more slowly than those who did not. Chinese pupils did best, and black Caribbean pupils did worst.
Source: Pupil Progress by Pupil Characteristics: 2002, Statistical Bulletin, Department for Education and Skills (0845 602 2260)
Links: Bulletin (pdf)
Date: 2003-Jun
A new book said that the high expectations of middle-class parents could lead to lasting feelings of guilt and inferiority in those who did not succeed in an intensely competitive selective environment.
Source: Sally Power, Tony Edwards, Geoff Whitty and Valerie Wigfall, Education and the Middle Class, Open University Press, available from Institute of Education/University of London (020 7612 6050)
Links: IOE press release
Date: 2003-May
A new book argued that schools should take account of the increasing sexualisation of children, and that sex education should involve more than the transmission of facts. Homosexuality, love and the pitfalls of teenage pregnancy should be discussed in sex education classes to help pupils deal with the realities of life.
Source: Michael Reiss and Mark Halstead, Values in Sex Education: From principles to practice, RoutledgeFalmer, available from Institute of Education/University of London (020 7612 6050)
Links: IOE press release
Date: 2003-May
Business leaders advised the government to abolish AS (Advanced Subsidiary) Levels, drop its target for the level 2 attainment stage, and resist the introduction of an English baccalaureate.
Source: Richard Wilson, The Government s Plans for the 14-19 Phase of Education: An assessment, Institute of Directors (020 7766 8866)
Links: Report (pdf) | IOD press release
Date: 2003-May
Private school associations called for a complete overhaul of the university admissions system, including a wholesale shift of the process to the period after A (Advanced) level results were known, and an ombudsman role for the new Office for Fair Access.
Source: Opening up Higher Education, Girls Schools Association and Headmasters and Headmistresses Conference, available from Independent Schools Council information service (020 7798 1500)
Links: Report (pdf) | ISCis press release
Date: 2003-Apr
A baseline report was published for an eight-year longitudinal study of citizenship education in schools in England. It said that schools were using a diversity of approaches to incorporating citizenship within the curriculum.
Source: David Kerr, Elizabeth Cleaver, Eleanor Ireland and Sarah Blenkinsop, Citizenship Education Longitudinal Study: First cross-sectional survey 2001-2002, Research Report 416, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2003-Apr
Provisional data were published on the 2001-02 GCE/VCE A/AS examination results in England. The data took into account re-gradings made following the Tomlinson inquiry (into alleged discrepancies in marking of the 2002 exams). For students aged 16-18 in schools and colleges, the average GCE/VCE A/AS point score per entry was 76.0, compared to 73.0 in 2000-01. (GCE = General Certificate of Education; VCE = Vocational Certificate of Education; A = Advanced; AS = Advanced Subsidiary.)
Source: GCE/VCE A/AS Examination Results for Young People in England, 2001/02 (Provisional), Statistical First Release 07/2003, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2003-Apr
A committee of MPs said the crisis in the A (Advanced) level system in the summer of 2002 was not caused by the manipulation of the examination system, but by confusion arising from the introduction of the intermediate AS (Advanced Subsidiary) exam without adequate trials.
Source: A Level Standards, Third Report (Session 2002-03), HC 153, House of Commons Education and Skills Select Committee, TSO (0870 600 5522)
Links: Report | Observer report | Guardian report
Date: 2003-Apr
The schools inspectorate found that many secondary schools are beginning to see better quality teaching due to improvements brought about by the government s strategy for children aged 11-14.
Source: The Key Stage 3 Strategy: Evaluation of the second year, HMI 518, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Press release
Date: 2003-Mar
The schools inspectorate said that a flagship government initiative to boost the breadth of post-16 study had delivered 'at best modest' results. (In 2000 the government introduced reforms aimed at helping young people study more subjects over the two years after age 16, and helping them combine academic and vocational study.)
Source: Curriculum 2000: Implementation, HMI 993, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Press release
Date: 2003-Mar
The Scottish Executive announced action to improve literacy among schoolchildren, including a project to 'twin' secondary schools with associated primary schools to review the way they teach reading and writing. This followed publication of three reports on the state of literacy and literacy teaching in schools. An inspectorate report found improvements in the early years of schooling, but under-achievement around ages 10-12.
Source: Press release 4.3.03, Scottish Executive (0131 556 8400) | Report of the Sixth Survey of English Language (2001), Scottish Executive (0131 556 8400) | Rhona Johnston and Joyce Watson, Accelerating Reading and Spelling with Synthetic Phonics: A Five Year Follow Up, Insight 4, Scottish Executive (0131 244 0092) | Improving Achievement in English Language in Primary and Secondary Schools, HM Inspectorate of Education, TSO (0870 606 5566)
Links: SE press release | Survey report (pdf) | Survey report | Phonics report (pdf) | Phonics report | HMIE report (pdf) | HMIE report | HMIE press release (Word file)
Date: 2003-Mar
Research found that the current competitive culture of standards, targets and formal curriculum makes it hard for schools to be inclusive and support children with the greatest social and learning needs.
Source: Sheila Macrae, Starting Young: Challenging exclusion in the primary school, Economic and Social Research Council (01793 413000)
Links: Press release
Date: 2003-Feb
The proportion of black teenagers in England and Wales achieving five good GCSE passes fell by 8 per cent between 2000 and 2002. (GCSE = General Certificate of Secondary Education)
Source: Youth Cohort Study: Activities and Experiences of 16 Year Olds: England and Wales 2002, Statistical First Release 04/2003, Department for Education and Skills (0870 000 2288)
Links: SFR 04 (pdf) | Independent article
Date: 2003-Feb
Researchers found that primary school children who attended 'Playing for Success' schemes improved their numeracy scores on average by the equivalent of 17 months, and secondary school children by 24 months. (The Playing for Success scheme links sports clubs with local communities.)
Source: Caroline Sharp et al., Playing for Success: Evaluation of the Fourth Year, Research Report 402, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf) | DfES press release
Date: 2003-Feb
An external evaluation was published of the national literacy and numeracy strategies in English schools. The report found that the strategies are 'ambitious large-scale reform initiatives that have been generally well implemented and well supported by schools'. It also said that 'although the 2002 targets were not reached, there have been indications of improved teaching practice and pupil learning, as well as a substantial narrowing of the gap between the most and least successful schools and LEAs'.
Source: Lorna Earl, Nancy Watson, Ben Levin, Ken Leithwood, Michael Fullan and Nancy Torrance, Watching and Learning 3: Final Report of the External Evaluation of England's National Literacy and Numeracy Strategies, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Summary (pdf)
Date: 2003-Jan
Updated information was published on KS3 and GCSE/GNVQ results, together with (for the first time) information on KS2-KS3 and KS3-GCSE/GNVQ value-added measures. At KS3, 67 per cent of eligible pupils achieved level 5 or above in English, in mathematics, and in science. For pupils aged 15 in schools, 51.5 per cent achieved 5 or more 'good' grades (A*-C) at GCSE/GNVQ equivalent. (All figures for England, 2001-02) (KS = Key Stage; GCSE = General Certificate of Secondary Education; GNVQ = General National Vocational Qualification)
Source: National Curriculum Assessments for Key Stage 3 (Revised), GCSE/GNVQ Examination Results (Provisional) and Associated Value Added Measures, for Young People in England 2001/02, Statistical First Release 01/2003, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2003-Jan
