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Workshop: Making Use of Contextual and Value added Data to Raise Achievement
Feyisa Demie Adviser for school self-evaluation and
Head of Research & Statistics
Raising Achievement: Making use of data and good practice
Conference: 3rd of November 2011
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Outline
1. Effective Use of Data in Schools
2. Performance information to support school improvement• Contextual reports• Value added data
3. Conclusions
4. Questions for Discussion and Workshops
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Effective Use of Data in Schools
Data can be used in a number of ways:
• Monitoring Progress and tracking Performance
• Support school self-evaluation
• Identify underachieving groups
• Set targets
• Narrow achievement gaps
• Celebrate good news
• Defend and challenge league tables
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Support to schools in the use of Data
KS1 to KS2Value Added
Reports for tracking
pupils progress
KS1 &KS2Contextual Reports to identify
underachieving groupsSchool Profiles-
Comprehensive set of
benchmarkingdata to support Governors and Headteachers
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Using contextual data to identify underachieving groups
School improvement research shows that there are a number of factors that are known to affect pupils’ performance and need to be collected.
• Prior attainment• Gender• Ethnic background• Socio-economic background
(e.g EAL, FSM and Mobility)• Birth date• Pupils’ motivation and
attitudes• The teaching & learning
provided by the school
• contextual factors used in Lambeth:
– Deprivation measure
– SEN status– Gender– Mobility– Ethnicity– Level of fluency in
English– FSM
• Birth date
• See KS2 contextual reports
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Lambeth Contextual Reports: How Statements were arrived?
n
qpz
)1(
p – the percentage of pupils in your school attaining level 4+ -(82%)q – the percentage of pupils in Lambeth (or Nationally) attaining level 4+ - (75%)n – the number of pupil in your school to whom the indicator refers. (49)The z score figure is calculated using the formula above and the following comments are applied. “well below average” Z < - 2.3 “below average” -2.3 <= Z < -1.3 “broadly in line with average” -1.3 <= Z < = 1.3 “above average” 1.3 < Z < = 2.3 “well above average” Z > 2.3
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Contextual reports: Consistent approach to determining
statements of performance: using Z-score
z=1.13
n
qpz
)1(
49
%)751%(75
%75%82
z
4925*75
7z
13.118.6
7z
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Using Value added Data monitoring progress and tracking the performance
1. Value-added data provided to schools has considerable value for monitoring progress and tracking the performance of individual pupils?
2. Types of Value added• Lambeth Prior attainment based value add data• RAISEonline Contextual Value-Added: Contextual factors
likely to be:• Pupil prior attainment • Deprivation measure • SEN status• Gender• Mobility• Ethnicity• First Language• In Care
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National Median Line Relating Pupils' 1999 KS1 Points Score to their 2003 KS2 Marks
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Average 1999 Key Stage 1 Points Score
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The pupils who are plotted above the dotted line (upper quartile) are doing better than expected.
Nationally 50% of pupils will be plotted between the two dotted lines, and can be said to be progressing in line with expectation.
The solid black line shows the median. Nationally 50% of pupils will be plotted above this line, and 50% below
The pupils who are plotted above the dotted line (lower quartile) are doing less well than expected.
Nationally 25% of pupils will be plotted
in this area.
Nationally 25% of pupils will be plotted
in this area.
Brixton JMI – English Key Stage 2 Value-Added Analysis
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Brixton Primary School. National median line relating pupils’ KS1 APS in 2007 to their maths mark in 2011 –Free school meals
717069686766656463626160595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432130292827262524232221201918171615141312111098765432129282726252423222120191817161514131211109876543215857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432142414039383736353433323130292827262524232221201918171615141312111098765432151504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432160595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432114131211109876543212524232221201918171615141312111098765432137363534333231302928272625242322212019181716151413121110987654321515049484746454443424140393837363534333231302928272625242322212019181716151413121110987654321292827262524232221201918171615141312111098765432128272625242322212019181716151413121110987654321302928272625242322212019181716151413121110987654321302928272625242322212019181716151413121110987654321262524232221201918171615141312111098765432126252423222120191817161514131211109876543212524232221201918171615141312111098765432129282726252423222120191817161514131211109876543213029282726252423222120191817161514131211109876543212726252423222120191817161514131211109876543212928272625242322212019181716151413121110987654321232221201918171615141312111098765432129282726252423222120191817161514131211109876543215857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432157565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432156555453525150494847464544434241403938373635343332313029282726252423222120191817161514131211109876543215756555453525150494847464544434241403938373635343332313029282726252423222120191817161514131211109876543213231302928272625242322212019181716151413121110987654321555453525150494847464544434241403938373635343332313029282726252423222120191817161514131211109876543218887868584838281807978777675747372717069686766656463626160595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432153525150494847464544434241403938373635343332313029282726252423222120191817161514131211109876543215756555453525150494847464544434241403938373635343332313029282726252423222120191817161514131211109876543213029282726252423222120191817161514131211109876543212120191817161514131211109876543215049484746454443424140393837363534333231302928272625242322212019181716151413121110987654321565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432130292827262524232221201918171615141312111098765432152515049484746454443424140393837363534333231302928272625242322212019181716151413121110987654321595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432164636261605958575655545352515049484746454443424140393837363534333231302928272625242322212019181716151413121110987654321575655545352515049484746454443424140393837363534333231302928272625242322212019181716151413121110987654321302928272625242322212019181716151413121110987654321252423222120191817161514131211109876543212827262524232221201918171615141312111098765432152515049484746454443424140393837363534333231302928272625242322212019181716151413121110987654321434241403938373635343332313029282726252423222120191817161514131211109876543213837363534333231302928272625242322212019181716151413121110987654321252423222120191817161514131211109876543215251504948474645444342414039383736353433323130292827262524232221201918171615141312111098765432154
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paid free
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Brixton Primary School. National median line relating pupils’ KS1 APS in 2007 to their maths mark in 2011 –Ethnic Background
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CaribbeanAfrican White British Other
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Brixton JMI – Key stage 1 to KS2 2011 Value addedNumber and percentage of pupils in each quartile of national median line graph
Upper Quartile Interquartile range Lower quartile
Number % Number % Number %
All Pupils 26 51% 24 47% 1 2%
Male 18 69% 8 31% 0 0%
Female 8 32% 16 64% 1 4%
Free Meals 16 64% 8 32% 1 4%
Paid Meals 10 38% 16 62% 0 0%
African 5 36% 8 57% 1 7%
Caribbean 9 50% 9 50% 0 0%
White British 2 67% 1 33% 0 0%
Other 10 63% 6 38% 0 0%
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Value added: Prior attainment based Value Added in RAISEonline
• Prior attainment value added scores relative to the national mean of 100.
• VA above national average
• Good Value added progress overall
VA Score
*
Relative attainment
All subjects 103.0 2.5
English 102.9 2.7
Mathematics 103.1 2.2
* The national mean is 100
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VA and Att > National
GOOD !!
VA < National
Att > National
?? COASTING ??
VA and Att < National
POOR / CAUSING CONCERN !!
OFSTED Special Measures / Notice to Improve
Value Added: VA by relative attainment
Shows both VA and relative attainment on same graph
VA > National
Attainment < National
GOOD – challenging cohort
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Key Stage 1 to Key Stage 2 performance: value added and relative attainment
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Key Stage 1 to Key Stage 2 fine grades value added analysis by pupil (Gender)
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Key Stage 1 to Key Stage 2 fine grades value added: performance of groups within school – ethnic backgrounds
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National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to GCSE Total Uncapped Point Score 2011 – School A
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National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to GCSE Total Uncapped Point Score 2011 – Gender
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National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to GCSE Total Uncapped Point Score 2011 – Ethnicity
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KS2 Fine-Graded Average Point Score 2006
GC
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co
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011
African Caribbean Portuguese White British White Other
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School A - Key Stage 2 2006 to GCSE 2011 Value Added
Number and percentage of pupils in each quartile of the national median line graph
Number % Number % Number %All Pupils 65 37% 88 49% 25 14%Male 36 32% 59 52% 18 16%Female 29 45% 29 45% 7 11%Free Meals 6 35% 8 47% 3 18%Paid Meals 59 37% 79 49% 22 14%African 11 33% 17 52% 5 15%Caribbean 3 20% 11 73% 1 7%Portuguese 7 47% 5 33% 3 20%White Other 12 43% 13 46% 3 11%White British 10 28% 18 50% 8 22%
Upper Quartile Interquartile Range Lower Quartile
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Workshop Questions for Group Discussion
1. What does the contextual information in Lambeth contextual reports and RAISEonline tell me about tell me about my school KS2? (see your school Lambeth KS2 contextual reports)• What is the relative performance of EAL, FSM, boys and main ethnic groups? • What issues might you want the school to address as the result of the
contextual performance at KS2? Please share key findings of your school performance with others in your group.
2. What is the Lambeth median based value added information telling you about the school? How many pupils appear to be achieving less than expected, as expected, more than expected? (see your school value added graphs)
3. What is the RAISEonline value added information telling you about your school? How many pupils appear to be achieving less than expected, as expected, more than expected? (see page 7, page 49, page 48-71). Share key evidence within your group.
4. Discuss and share the advantage and disadvantage of using CVA , VA, median lines based value added and contextual data for school performance?
5. How useful is using a range of alternative source of performance data to monitor your school performance?
