Skip to main content

Academic Achievement

Volume 402: debated on Thursday 3 April 2003

The text on this page has been created from Hansard archive content, it may contain typographical errors.

To ask the Secretary of State for Education and Skills if he will make a statement on academic achievement at (a) Key Stage 3, (b) GCSE and (c) A-level for pupils from pupil referral units in each academic year since 1997. [102557]

(a) Key Stage 3 Test for pupils in Pupil Referral Units in England 1997–2002
199719981999200020012002
Percentage of pupils achieving level 5 or above
English793457
Mathematics14117101316
Science107361011
Number of eligible pupils
English301381742581730741
Mathematics331419811627781784
Science324406779599751778
(b) GCSE/GNVQ achievements of 15 year old pupils in Pupil Referral Units in England 1997–2002
199719981999200020012002
Percentage achieving
5 or more grades A*—C0.60.80.70.61.11.5
1 or more grades A*—G36.245.243.263.162.763.0
Number of 15 year old pupils3,8533,8354,1393,0043,0812,960

To ask the Secretary of State for Education and Skills pursuant to his answer of 24 February, ref 96714, what assessment he has made of the impact of narrow in-school variation on value-added standards of achievement at Key Stage 3 and GCSE. [100255]

The variation within schools in pupils' Key Stage 2 and Key Stage 3 attainment is only slightly associated statistically with the progress they make during Key Stage 3 (as indicated by the 2002 Performance Tables school-level Key Stage 2–3 Value Added measure). In general, the smaller the variation in Key Stage 2 or Key Stage 3 performance between pupils within their schools, the marginally greater the level of aggregate relative progress recorded by the value added measure. These features are also evident in the progress made during Key Stage 4.