Sentences with phrase «secondary school attainment»

In this paper we evaluate whether family formation — getting married or bearing a child — has interfered with women's secondary school attainment in the United States during the mid-20th century.

It claims that secondary school attainment should be a cause for concern as this where «educational inequalities widen sharply».

Not exact matches

One can not forget the wild jubilations by the youth of Adansi, the chants of support given him during his walk from the Mosque to the Market in Asawase and the warm embrace of the Chiefs and students of Bekwai when he inaugurated the brand new ultra-modern girls» dormitory block at the SDA Secondary school to accommodate 1200 girls; an investment aimed at bridging the gender gap in educational attainment in the area.

At the other end of the scale, children with Chinese as their first language perform well, averaging between a B and a C at GCSE in Attainment 8 — despite having also entered secondary school in Year 9.

The report has recommendations in eight areas, each designed to support primary and secondary schools to close the attainment gap between disadvantaged pupils and their classmates.

Thanks to The JJ Charitable Trust and Oxfordshire County Council we will work with secondary schools to embed literacy as the driver for improving attainment at GCSE level.»

Teacher constructions of students in lower attainment groups in English secondary schools, the ability grouping technique is likely limiting for students learning at a low - attaining level.

Measuring schools on GCSE attainment does not take into account the fact that children are at different points when they start their secondary education.

Still, our educational attainment is high: 74 per cent of people aged 25 to 64 completed secondary school, just below the global average of 76 per cent.

He added: «The attainment gap between FSM and non-FSM secondary school children in West Berkshire is 31 percentage points.

He said: «In 2005, the attainment gap between free school meal [FSM] and non-FSM pupils in secondary schools was 28 percentage points - it is still 28 percentage points now.»

Improving Maths in Key Stages 2 and 3 has recommendations in eight areas, each designed to support primary and secondary schools to close the attainment gap between disadvantaged pupils and their classmates.

Dr Warren's thesis, A Non-Authoritarian Approach To Secondary School Pedagogy: A Critical Action Research Project, informs the methodology and addresses the challenge of assisting educators engage a classroom and improve their performance to the benefit of their own careers and student experience and attainment.

Studying the association between academy status for primary and secondary schools and their pupils» attainment in the Key Stage 2 tests and GCSE exams from last year, NFER claims that there is no significant difference between the performance of primary academies and maintained schools.

Aimed at bridging the attainment gap for students, Progress 8 will capture the progress a student makes from the end of primary school to the end of secondary school, and as such level the playing field for all students.

According to findings by the Education Policy Institute (EPI), the attainment gap at the end of secondary school for persistently disadvantaged pupils has widened slightly by 0.3 months since 2007.

All too often we are seeing in children from nursery through to secondary school that a limited experience base at home can impact negatively on personal development and, ultimately, academic attainment.

Secondary schools were significantly more likely than primary schools to say that PE and sport contributed to pupils» attainment, attendance, behaviour and truancy and integration within the school, while primary schools were more likely to say that it contributed to parental engagement.

The attainment gaps between pupils eligible for free school meals and their classmates are not only wider at Key Stages 2 and 4 than those found nationally, but they widen as pupils move through their secondary education.»

Improving the attainment of children in mathematics is a founding aim of the EEF and we have funded trials of many projects in this area in both primary and secondary schools, as well as in early years and post-16 settings.

Most notably, schools with higher levels of per - pupil GCSE arts entries got above average results in the EBacc, Progress 8 and Attainment 8, suggesting that the best state secondary schools in England are those that combine high expectations in a core of academic subjects with a strong focus on the arts.

In its annual report published in December, education watchdog Ofsted criticised 16 local authorities for «underperforming» as less than 60 per cent of pupils attended good or outstanding secondary schools, and there were lower than national GCSE attainment and levels of expected progress.

Nearly half of pupils made no progress or dipped in attainment in English in their first year at secondary school, according to new research, which has used an innovative comparative judgment method to measure progress.

Information for schools about secondary school accountability measures, including Progress 8 and Attainment 8.

Progress and Attainment 8 measure how a student progresses through secondary school, taking into account their ability at the end of primary school.

This is significant because it shows that disadvantaged pupils are held back at secondary school by more than lower prior attainment.

These results are then compared against the results of other pupils who came into secondary schools nationally with the same attainment levels.

Disadvantaged pupils have «poor» attainment and progress by the end of their secondary education, and trust leaders had not done enough to provide «strong leadership of school improvement».

But in secondary schools, the attainment gap between children on free school meals (FSM) and their better - off peers has refused to budge in a decade.

Examining the effect of class size on classroom engagement and teacherepupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools by Peter Blatchford, Paul Bassett, Penelope Brown

Back in January, Research Director Caroline Sharp blogged about how secondary schools have a long way to go in closing the attainment gap in state - funded schools.

We will rigorously evaluate the impact on retention and, if appropriate, impact on secondary outcomes such as student attainment or pupil wellbeingof the projects, wherever possible by randomly allocating which schools or pupils receive it.

«In 2005, the attainment gap between free school meal [FSM] and non-FSM pupils in secondary schools was 28 percentage points - it is still 28 percentage points now.»

But when most variables are controlled for, it looks like improvements attainment in primary school between 1999 and 2003 were a huge factor in increasing attainment in secondary schools.

(1) Furthermore, the attainment of grammar school pupils comes at the expense of those who don't pass their 11 - plus, with pupil attainment at secondary moderns in areas with a selective education system lower than that of their counterparts in comprehensive schools.

He will say: «The attainment gap between FSM and non-FSM secondary school children in West Berkshire is 31 percentage points.

The chief inspector warned that almost one in three secondary schools in the region, which had a GCSE pass rate of less than 55 per cent last year, were inadequate or required improvement, and raised particular concerns about attainment of poorer pupils and those in care.

In secondary schools, they found that per - pupil funding had a small positive, but statistically insignificant impact, on attainment.

It was one of 16 where less than 60 per cent of children attend a good or outstanding secondary school and have lower than average attainment and progress at GCSE.

In a separate study Dr Mairead Dunne, lecturer in education at Sussex, led a project that analysed grouping practices in 168 primary and secondary schools and found that working - class pupils are more likely to be placed in lower sets than middle - class pupils who have the same test results, and that pupils from middle - class backgrounds more likely to be assigned to higher sets, irrespective of their prior attainment.

According to the government, a secondary pupil with low prior attainment attracts # 2,248 of additional funding in a Birmingham school, compared to just # 36 in Darlington.

As this forecast for 2017 - 21 is based on prior attainment at KS2, there is leeway for changes in secondary schools to make a difference.

We are a subscription service that provides our users, typically Primary and Secondary School Teachers, with access to collaborative Planning and Authoring tools and services to Record and Assess student attainment («Services»).

There will be little or no headway in closing the attainment gap between disadvantaged pupils and their classmates in the next 5 years — but there is still an opportunity for secondary schools to make a difference.

The attainment gap grows wider at every stage of education: it is already evident when pupils begin school, growing to 9.5 months by the end of primary school, and then more than doubling to 19.3 months by the end of secondary school

In the next year, challenges will be improving attainment and progress in the secondary schools and facilitating the move into a new build primary school.

The same data shows that the attainment of pupils at secondary moderns — which are non-selective schools that exist alongside grammar schools in areas which still have selection — is lower than that of comprehensive pupils.

Previous research has shown that the gap present at five years old explains 40 % of the attainment gap at the end of secondary school.1

The areas will be selected based on 11 indicators, with five relating to education standards such as access to a good secondary school and attainment and progress data.

The letter said pupils» achievement by the age of 16 is poor in comparison with pupils elsewhere in the west midlands and nationally; secondary schools are too often failing to build on the success of pupils in primary schools; the gap between the GCSE attainment of disadvantaged pupils and their better - off peers is wide; and not enough has been done to address these failings over the years.