Between 2009 and 2011, I led an evaluation of the impact of the «Gaining Ground Strategy», a # 40 million programme designed to support school improvement in secondary schools that had «reasonable - to - good
GCSE examination results, but poor progression rates in English and mathematics».
Not exact matches
Chris Keates: «Disappointingly, once again this year, tomorrow's announcement of the
GCSE results is presaged by negativity about the
examinations themselves».
He said this
resulted in all children being «slowed down», but was particularly damaging for the most able pupils from disadvantaged backgrounds who «disproportionately fail to fulfil their earlier potential when they come to sit their
GCSE examinations».
To be eligible for support, schools needed to have
examination results above the then Key Stage 4 floor target of at least 30 percent of pupils achieving 5 A * - C grades at
GCSE including English and mathematics.
After adjusting for a broad range of confounder variables, the associations between parent - rated hyperactivity / inattention and conduct problems measured at age 3 and academic outcomes at age 16 (national General Certificate of Secondary Education (
GCSE)
examination results) were investigated (n = 11640).