To ask the Secretary of State for Children, Schools and Families what adjustments for sex are included in the contextual value added measure for Key Stage Two; and how such calculations are made. (173406)

[holding answer 11 December 2007]: The CVA model is calculated using an established statistical technique referred to as multi-level modelling. This method uses a formula which estimates the contribution each school makes to its pupils’ attainment, taking account of each pupil’s starting point and a broad range of contextual factors which are shown to affect progress and for which consistent national data are available. The impact of these factors that are accounted for, including gender, are calculated simultaneously. The formula is calculated each year based on the actual attainment of the entire national cohort of over half a million pupils. The CVA calculations, therefore, make an allowance for the different gender mix within each school, when calculating the school CVA measure.

The 2007 Key Stage (KS) 1-2 contextualised value added model shows that boys, on average, achieved 0.44 KS2 points higher than girls with the same pattern of prior attainment at KS1 and contextual factors. This means that boys made just under half a term’s more progress than girls over this period.

To ask the Secretary of State for Children, Schools and Families in how many primary schools (a) 20 per cent., (b) 30 per cent. and (c) 50 per cent. or more of pupils did not reach level 4 in Key Stage Two tests in 2007. (186631)

The information requested is in the following table:

Schools covered are those published in the primary school Achievement and Attainment Tables and include maintained special schools.