Group report for teachers - GL Educationgl-education.com/sites/gl/files/images/Samplereports/CAT4-group... · CAT4 Group report for teachers Level: D School: Check CAT Academy

GL Assessment is part of the GL Education Group.Copyright © 2012 GL Assessment Limited.

Group report for teachers

In case of enquiries please contact GL Assessment by emailing [email protected].

22/08/2012Report generated on

CAT4 Group report for teachers

Level: D

School: Check CAT Academy

No. of students: 100Date of test: 10/08/2012

Group: ST


Three words are presented which are similar in some way orways. From a selection of five possible answers, the studentmust identify a fourth word with similar properties.

The answer is snow because rain, fog and sunshine are alltypes of weather and snow is also a type of weather.

Verbal Classification

Verbal Reasoning Battery – thinking with words

Verbal Analogies

A pair of connected words is presented alongside a singleword. From a selection of five possible answers, the studentmust select a word to complete the second pair in the sameway.

The answer is window, because a carpet goes on a floor anda curtain hangs at a window.

Quantitative (or Numerical) Reasoning Battery – thinking with numbers

Two pairs of related numbers are presented. From a selectionof five possible answers, the student must select a number tocomplete a third pair.

The answer is 8. Here 1 add 1 makes 2, but that doesn’t workfor the second pair because 5 add 1 is 6, not 10. Instead, youhave to multiply by 2 to get the second part of each pair, so 4times 2 is 8.

Number Analogies

A sequence of numbers created by a transformation rule ispresented. From a selection of five possible answers, thestudent must identify the rule and continue the sequence.

The answer is 15. There are two number patterns in thisseries. The first, third and fifth numbers go down by 1 at a time– 18, 17 then 16. The numbers in between them go up by twoat a time – 5, 7 then 9. This means the next number must be16 minus 1, giving 15.

Number Series

Page 2 of 30Copyright © 2012 GL Assessment Limited

The Cognitive Abilities Test (CAT) is a suite of tests that assesses a student's reasoning (thinking) abilities inkey areas that support educational development and academic attainment. CAT4 is the fourth edition of the testand comprises the following sections or batteries which assess different aspects of ability:

What is CAT4?


Figure Classification

Three designs are presented which are similar in some way orways. From a selection of five possible answers, the studentmust identify a fourth design with similar properties.

The answer is E because it is the only answer choice that is astriped semi-circle, like the first three figures.

Non-verbal Reasoning Battery – thinking with shapes

Designs are presented in a grid with one empty square and,from a selection of five possible answers, the student mustidentify the missing design.

The answer is C because in the top pair ‘one arrow up’ goesto ‘two arrows up’, so in the second pair ‘one arrow down’must go to ‘two arrows down’.

Figure Matrices

Spatial Ability Battery – thinking with shape and space

A series of diagrams shows a square being folded repeatedly,and then punched through with holes. From a selection of fivepossible answers, the student must identify how the paper willappear when unfolded.

The answer is D. The hole is punched through both layers ofpaper, so as it is unfolded the holes will be a mirror image ofeach other, with the crease being the mirror line.

Figure Analysis

Figure Recognition

Several complex designs are presented along with a singletarget shape. From a selection of five possible answers, thestudent must identify the target shape within one of thecomplex designs.

The answer is E. It isn’t A because that shows the targetflipped over. It isn’t B or C because they have shapes that arethe wrong size.

Page 3 of 30Copyright © 2012 GL Assessment Limited Page 3 of 30Copyright © 2012 GL Assessment Limited

Why use CAT4?

CAT4 is a comprehensive and objective test of your students’ developed abilities – those that, in part,determine attainment and can be built upon and developed to improve outcomes. For example, verbalreasoning can be developed by supporting students’ reading, comprehension and vocabulary.

CAT4 has many uses, but the focus of this group report is to inform teachers about the abilities of a pre-determined group of students – whether a whole year cohort, teaching group or tutor group or a group ofstudents who share particular characteristics, for example students with English as an additional language.

CAT4 provides important information about your group of students because it is an objective measure of ability.Data from other sources such as the Fischer Family Trust, teacher assessment and key indicators such asattendance may be used alongside CAT4 data to ensure that information about students’ ability, attainment andany external factors affecting achievement that may impact on progress are part of the decision-making processat many levels.

Furthermore, results from CAT4:


• provide indicators of attainment for KS2, KS3, GCSE and AS/A level which are a starting point for targetsetting for the group

offer a comparison between performance of different groups of students in order to better identify needs andtarget resources

•

identify groups of students who may be underachieving •

• monitor trends and changes in the ability profile of the school’s intake over time

• and, importantly, set a baseline against which to assess the value added by the school.


Battery In CAT4 battery is the title given to each of the four pairs of tests which assessdifferent aspects of ability.

Questions attempted The number of questions attempted can be important: a student may have workedvery slowly but accurately and not finished the test and this will impact on his or herresults.

Raw Score (RS) The raw score (RS) is the total number of questions a student has answeredcorrectly.

The Standard Age Score (SAS) is the most important piece of information derivedfrom CAT4. The SAS is based on the student’s raw score which has been adjustedfor age and placed on a scale that makes a comparison with a nationallyrepresentative sample of students of the same age across the UK. The average scoreis 100. The SAS is key to benchmarking and tracking progress and is the fairest wayto compare the performance of different students within a year group or across yeargroups.

Standard Age Score (SAS)

National Percentile Rank (NPR) The National Percentile Rank (NPR) relates to the SAS and indicates the percentageof students obtaining any particular score. NPR of 50 is average. NPR of 5 meansthat the student’s score is within the lowest 5% of the national sample; NPR of 95means that the student’s score is within the highest 5% of the national sample.

The Stanine (ST) places the student’s score on a scale of 1 (low) to 9 (high) andoffers a broad overview of his or her performance.

Stanine (ST)

The Group Rank (GR) shows how each student has performed in comparison tothose in the defined group. The symbol = represents joint ranking with one or moreother students.

Group Rank (GR)


Understanding CAT4 scores

Relationship between CAT4 scores

Confidence band Performance on a test like CAT4 can be influenced by a number of factors and theconfidence band is an indication of the range within which a student's score lies. Thenarrower the band the more reliable the score. This means that 90% confidencebands are a very high level estimate.



Group: ST

No. of students: 100Date of test: 10/08/2012 Level: D


Scores for the group (by overall mean SAS)

QuantitativeVerbal

No.attempted

(/48)SAS GR

(/100)No.

attempted(/36)

SAS GR(/100)Tutor groupStudent name

Non-verbal

No.attempted

(/48)SAS GR

(/100)

Spatial

No.attempted

(/36)SAS GR

(/100)

Overall

MeanSAS

GR(/100)

4848 36 =1Jacob Gordon 2 36 141141 =1=1 141 141 =1 =114148 =148 36 =1Neal Hull 2 14136 141141 =1=1 141 141 =1

4848 36 =1Paige Lamb 2 36 141141 =1=1 141 141 =1 =114148 =148 36 =1Gretchen Gibson 2 14136 141141 =1=1 141 141 =1

4848 36 =1Tim Quinn 3 36 141141 =1=1 141 141 =1 =114148 648 36 =7Dean Lindsay 2 14036 139141 =1=1 137 141 8

4848 36 13Clarence Scarborough 3 36 141141 =1=1 124 141 =1 =713748 =748 36 =7Molly James 2 13736 135141 =28=1 137 133 =9

4848 36 =7Harriet Johnson 2 36 129141 =1=1 137 141 16 =713748 =1048 36 =21Wayne Harris 2 13536 141141 =1=1 115 141 =1

4848 36 6Peter Robinson 3 36 124141 27=1 139 134 25 =1013548 =1248 36 =10Dorothy Ellis 1 13336 126141 23=1 127 136 22

4848 36 23Elisabeth Weber 3 36 134141 =1=1 114 141 =11 =1213348 =1248 36 =14Paige Keller 2 13336 132141 =24=1 122 135 14

4848 36 =19Kent Hicks 2 36 128141 =1=1 116 141 =17 =1513248 =1548 36 =14Jean Katz 2 13236 125141 =1=1 122 141 =23

4848 36 12Cheryl Yates 3 36 128141 =24=1 125 135 =17 =1513248 =1548 36 16Eddie Garrison 1 13236 133141 =28=1 119 133 13

4848 36 =25Floyd Huffman 2 36 128141 =1=1 112 141 =17 =1913148 =1948 36 =10Dianne Lyons 2 13136 119141 22=1 127 138 =28

4848 36 =17Jason McIntyre 3 36 123141 =1=1 118 141 26 =1913148 =2248 36 =21Kelly Sims 3 13036 134141 =31=1 115 131 =11

4848 36 =17Jordan Baldwin 1 36 135141 35=1 118 124 =9 =2213048 =2248 36 29Holly Brantley 1 13036 128141 =1=1 111 141 =17

4848 36 24Nina Baldwin 1 36 127141 =24=1 113 135 21 =25129

The Standard Age Score (SAS) is based on the student’s raw score which has been adjusted for age and placed on a scale thatmakes a comparison with a nationally representative sample of students of the same age across the UK. The average score is 100.

The Group Rank (GR) shows how each student has performed in comparison to those in the defined group. The symbol = represents joint rankingwith one or more other students.

The number of questions attempted can be important: a student may have worked very slowly but accurately and not finished the test and thiswill impact on his or her results.

Copyright © 2012 GL Assessment Limited Page 6 of 30


QuantitativeVerbal

No.attempted

(/48)SAS GR

(/100)No.

attempted(/36)


Non-verbal

No.attempted

(/48)SAS GR

(/100)

Spatial

No.attempted

(/36)SAS GR

(/100)

Overall

MeanSAS

GR(/100)

48 =2548 36 =25Audrey Wrenn 3 12936 130141 =31=1 112 131 15

4848 36 =25Hannah Currie 1 36 119141 =1=1 112 141 =28 =2712848 =2748 36 30Elaine Henderson 2 12836 121141 =1=1 109 141 27

4848 36 =19Jerry Coates 1 36 125141 34=1 116 125 =23 =2912748 =2948 36 31Theresa Jiang 2 12736 118141 =1=1 107 141 =31

4848 36 =25Holly Crawford 1 36 118141 30=1 112 132 =31 =3112648 =3148 36 =32Grace Ford 1 12636 115141 =1=1 105 141 33

4848 36 =32Benjamin Bolton 1 36 113141 =1=1 105 141 35 =3312548 =3348 36 =38Emma Brock 1 12536 114141 =1=1 102 141 34

4848 36 =32Bill Abbott 1 36 119141 33=1 105 129 =28 3512448 3648 36 =50Carrie Duke 1 10236 88122 3837 95 101 =55

4848 36 =35Ellen Smith 3 36 80120 4238 104 98 =65 =3710148 =3748 36 =40Eileen McKee 3 10136 93117 =4840 101 94 =48

4848 36 =38Randall Waters 3 36 98101 =3948 102 99 37 3910048 4048 36 =46Veronica Gonzalez 2 9936 77124 =4336 97 97 =70

4848 36 =43Betsy Hu 2 36 74115 3642 99 105 72 =419848 =4148 36 =43Sue Wang 3 9836 9599 =43=49 99 97 43

4848 36 =46George Webb 3 36 10196 =50=56 97 93 36 =439748 =4348 36 =65Harry Wall 3 9736 96102 =3947 90 99 =39

4848 36 42Glen Kelley 2 36 71116 =3941 100 99 74 =439748 =4648 36 =54Brenda Burgess 1 9636 80119 =5639 94 91 =65

4848 36 =54Ben Hood 2 36 9699 =50=49 94 93 =39 =469648 4848 36 =50Andrew Waller 3 9536 9493 45=62 95 96 =44

4848 36 =50Joshua Smith 3 36 9693 =50=62 95 93 =39 =499448 =4948 36 =46Kelly Gray 2 9436 69106 3745 97 104 75

4848 36 =72Arnold Watts 3 36 9796 =46=56 87 95 38 =499448 =5248 36 =43Betty McCall 3 9336 8999 =75=49 99 83 =51

4848 36 =57Jordan Blum 1 36 81109 =5944 93 89 64 =529348 =5248 36 =60Sandra Hutchinson 2 9336 9496 =56=56 91 91 =44

4848 36 =57Kristine Ritchie 3 36 8997 =54=54 93 92 =51 =529348 =5648 36 =50Rhonda Rao 3 9236 9091 =50=68 95 93 50

4848 36 =60Glenda Kenney 2 36 9499 =75=49 91 83 =44 =569248 =5848 36 =35Leon Wiggins 3 9136 60111 =5943 104 89 =77

4848 36 =57Norman Brantley 1 36 73103 =4846 93 94 73 =5891



QuantitativeVerbal

No.attempted

(/48)SAS GR

(/100)No.

attempted(/36)


Non-verbal

No.attempted

(/48)SAS GR

(/100)

Spatial

No.attempted

(/36)SAS GR

(/100)

Overall

MeanSAS

GR(/100)

48 =6048 36 =60Tamara McConnell 3 9036 8997 =71=54 91 84 =51

4848 36 =68Nicholas Jenkins 2 36 9692 =68=65 88 85 =39 =609048 =6048 36 81Joyce Rosenthal 3 9036 9390 =46=70 83 95 =48

4848 36 =60Regina Gill 2 36 8695 =7561 91 83 =57 638948 6448 36 =68Dawn Moore 3 8836 9487 =71=79 88 84 =44

4848 36 67Matthew Honeycutt 2 36 8385 =5982 89 89 62 =658748 =6548 36 82Tommy Hicks 2 8736 8589 58=73 82 90 =59

4848 36 37Toni Sawyer 3 36 6492 =75=65 103 83 76 =678648 =6748 36 =68Alan Green 2 8636 8688 81=77 88 81 =57

4848 36 =40Thomas Manning 3 36 6091 =54=68 101 92 =77 =678648 =6748 36 =65Christina Curtis 1 8636 8882 =71=86 90 84 =55

4848 36 =78Alan Davidson 1 36 8090 =59=70 85 89 =65 =678648 =7248 36 88Joanna Kemp 2 8536 8993 =68=62 74 85 =51

4848 36 =85Marcus English 1 36 7992 63=65 79 88 68 =728548 =7448 36 =76Vicki Freedman 1 8436 8582 =75=86 86 83 =59

4848 36 80Benjamin Hamrick 2 36 7890 =75=70 84 83 69 =748448 =7448 36 =72Stephen Brennan 1 8436 7787 =66=79 87 86 =70

4848 36 =78Alvin Best 1 36 8283 =64=84 85 87 63 =748448 7848 36 =83Jordan Blair 1 8336 8587 83=79 80 78 =59

4848 36 =46Nancy Hayes 2 36 6096 =85=56 97 76 =77 =798248 =7948 36 =60Barry Craig 1 8236 6096 82=56 91 79 =77

4848 36 =76Jacob Beatty 1 36 6099 =71=49 86 84 =77 =798248 =8248 36 =72Audrey Drake 1 8136 6089 =66=73 87 86 =77

4848 36 =68Evelyn Dunlap 1 36 6089 =68=73 88 85 =77 =828148 =8248 36 =54Gene Carter 1 8136 6083 =64=84 94 87 =77

4848 36 =72Vincent Boyd 1 36 6084 8483 87 77 =77 857748 =8648 36 89Alice McKenzie 3 7036 6088 =90=77 71 59 =77

4848 36 87Ronald Waller 3 36 6067 =85=91 78 76 =77 =867048 8848 36 =83Tracy Bowling 1 6836 6072 =9090 80 59 =77

4848 36 =91Jerome Norman 3 36 6089 =90=73 59 59 =77 =896748 =8948 36 =85Christina Hawkins 2 6736 6063 =8793 79 65 =77

4848 36 =91Nelson Fletcher 1 36 6076 8989 59 64 =77 916548 9248 36 =91Carlos McMillan 3 6436 6079 =9088 59 59 =77

4848 36 90Melanie Dickerson 1 36 6059 =90=94 67 59 =77 =9361



QuantitativeVerbal

No.attempted

(/48)SAS GR

(/100)No.

attempted(/36)


Non-verbal

No.attempted

(/48)SAS GR

(/100)

Spatial

No.attempted

(/36)SAS GR

(/100)

Overall

MeanSAS

GR(/100)

48 =9348 36 =91Joseph Walter 3 6136 6067 =90=91 59 59 =77

4848 36 =91Nicholas Hirsch 2 36 6059 =87=94 59 65 =77 =936148 =9648 36 =91Jessica Little 2 5936 6059 =90=94 59 59 =77

4848 36 =91Terry Swanson 3 36 6059 =90=94 59 59 =77 =965948 =9648 36 =91Jay Shaffer 3 5936 6059 =90=94 59 59 =77

4848 36 =91Guy Riley 3 36 6059 =90=94 59 59 =77 =965948 =9648 36 =91Leo Bray 1 5936 6059 =90=94 59 59 =77


Analysis of group scores (by battery)


Level: D



Group: ST

The table below shows the distribution of scores for your group compared with those for the national sample. Inaddition, the bar chart presents this information.

Group

Description

National average

Verbalmean SAS

Quantitativemean SAS

Spatialmean SAS

Non-verbalmean SAS

108.0

100.0

97.9

100.0

102.0

100.0

94.8

100.0

SAS bands

Verbal

Quantitative

Non-verbal

Spatial

National average

Very low

<74

Below average Average Above average Very high

>12674–81 82–88 89–96 97–103 104–111 119–126112–118

12% 20% 17%17%4% 7% 4%7% 12%

11% 2% 11% 21% 10% 3% 3% 4% 35%

6% 15% 11%8% 12%13%18%12% 5%

5%

6% 18%

3%

33%

0%

2% 0%

9%28% 9%

7%18%14%

21%

2%

9% 16%

The table below shows mean (average) scores for your group compared with those for the national sample.

Overallmean SAS

100.8

100.0


Student profiles


Group: ST



The analysis of CAT4 scores allows allstudents to be assigned a profile; that is theyare assigned to one of seven broaddescriptions of their preferences for learning.The Verbal Reasoning and Spatial AbilityBatteries form the basis of this analysis andthe profiles are expressed as a mild,moderate or extreme bias for verbal orspatial learning or, where no bias isdiscernable (that is, when scores on bothbatteries are similar), as an even profile.

The diagram shows the distribution ofstudents across the seven profiles which areindicated by the coloured bands.

Extreme verbal bias

Moderate verbal bias

Mild verbal bias

No bias

Mild spatial bias

Moderate spatial bias

Extreme spatial bias

Males

Females

•



General characteristics of each student profileIt may be helpful to consider which students fall into which broad profile, but this information must be treatedwith caution as the descriptors are general and not individualised: students’ preferences for learning will beinfluenced by other factors. The CAT4 Individual report for teachers offers more fine detail.

No bias or even profile

No. of students

Extreme verbal bias

Mild verbal bias

Mild spatial bias

National

%

Group

%

0%11% 0

2% 11% 11

88%

70

11

66%

11%11%

70%

00%

0Extreme spatial bias 0%

Moderate verbal bias 4%

2%

Moderate spatial bias 4%

•

•

They may prefer to learn step-by-step, building on prior knowledge, as their spatial skills are relatively weaker,being in the low average or below average range.

These students should excel in written work and should enjoy discussion and debate.They should prefer to learn through reading, writing and may be very competent independent learners.

•

•They are likely to be high achievers in subjects that require good verbal skills such as English, modern foreignlanguages and humanities.

Extreme verbal bias

Students:

Jacob Beatty Jordan Blum Norman Brantley

Brenda Burgess Carrie Duke Veronica Gonzalez

Kelly Gray Betsy Hu Glen Kelley

Ellen Smith Leon Wiggins

•

•

Students in this group will have average to high scores for Verbal Reasoning and relatively weaker Spatial Abilitywith scores in the average range.These students are likely to prefer to learn through reading, writing and discussion. •

Step-by-step learning, which builds on prior knowledge incrementally, is likely to suit these students.

Moderate verbal bias

Students :

Barry Craig Audrey Drake Evelyn Dunlap

Nancy Hayes Thomas Manning Eileen McKee

Jerome Norman Toni Sawyer

Some students with this profile will have low average or below average scores for Verbal Reasoning and relativelyweaker Spatial Ability, but the gap between scores will be narrow.A slight bias for learning through reading, writing and discussion may be discerned in the students in this group.

•

•

Mild verbal bias

Students :

Benjamin Bolton Vincent Boyd Emma Brock

Gene Carter Holly Crawford Alan Davidson



Mild verbal bias

Marcus English Grace Ford Benjamin Hamrick

Theresa Jiang Alice McKenzie

•

Students with low even scores, conversely, may require significant levels of support to access the curriculum butwill be open to a range of teaching and learning methods.

Scores for students with this profile will be very similar for both Verbal Reasoning and Spatial Ability but will beacross the range from low to high.

•

•

Students with high even scores will excel across the curriculum and will learn through the range of media andmethods.

No bias or even profile

Students :

Bill Abbott Jordan Baldwin Nina Baldwin

Alvin Best Jordan Blair Tracy Bowling

Holly Brantley Leo Bray Stephen Brennan

Jerry Coates Hannah Currie Christina Curtis

Melanie Dickerson Dorothy Ellis Nelson Fletcher

Vicki Freedman Eddie Garrison Gretchen Gibson

Regina Gill Jacob Gordon Alan Green

Wayne Harris Christina Hawkins Elaine Henderson

Kent Hicks Tommy Hicks Nicholas Hirsch

Matthew Honeycutt Ben Hood Floyd Huffman

Neal Hull Sandra Hutchinson Molly James

Nicholas Jenkins Harriet Johnson Jean Katz

Paige Keller Joanna Kemp Glenda Kenney

Paige Lamb Dean Lindsay Jessica Little

Dianne Lyons Betty McCall Tamara McConnell

Jason McIntyre Carlos McMillan Dawn Moore

Tim Quinn Rhonda Rao Guy Riley

Kristine Ritchie Peter Robinson Joyce Rosenthal

Clarence Scarborough Jay Shaffer Kelly Sims

Joshua Smith Terry Swanson Harry Wall

Andrew Waller Ronald Waller Joseph Walter

Sue Wang Randall Waters Arnold Watts

George Webb Elisabeth Weber Audrey Wrenn

Cheryl Yates

• Some students with this profile will have low average or below average scores for Spatial Ability and relativelyweaker Verbal Reasoning skills, but the gap between scores will be narrow.A slight bias for learning through visual media may be discerned in the students in this group. •

Mild spatial bias

Students : None



• Students in this group will have average to high scores for Spatial Ability and relatively weaker Verbal Reasoningwith scores in the average range.

• These students are likely to prefer to learn through visual and kinaesthetic media and will need to use diagrams,pictures, videos and objects to learn best.Students with above average or high Spatial Ability are often characterised as ‘intuitive’ or ‘big picture’ learners:attention to detail may be a weakness.

•

• Owing to a relative weakness in verbal skills, attainment may be uneven and they are likely to need support insubjects where the emphasis is on the written word.

Moderate spatial bias

Students : None

• These students should excel in problem solving and will grasp concepts quickly and intuitively.

• They will not enjoy rote learning and may arrive at a correct solution to a task without demonstrating the stepsalong the way.They are likely to be high achievers in subjects that require good visual-spatial skills such as maths, physics andtechnology.

•

• Owing to a relative weakness in verbal skills, attainment may be uneven and they may need support in subjectswhere the emphasis is on the written word.

Extreme spatial bias

Students : None



Level: D



Group: ST

Retrospective KS2 indicatorsThere has always been a significant and positive correlation (that is, a link which is supported by statisticaldata) between a student’s scores on reasoning tests such as CAT4 and his or her performance in national testsand examinations.

CAT4 Level D scores and KS2 results from the previous year are collected from a large sample of schools andstudents. The retrospective KS2 indicators are derived from the statistical relationship between CAT4 scoresand the KS2 results. An adjustment is made for gender as, for example, girls achieve higher English levels thanboys even when they achieve the same CAT4 scores.

CAT4 indicators may be used to triangulate with results from the national KS2 tests, teacher assessment orwith other data sets, for example, that provided by the Fischer Family Trust (which combines both KS2 resultsand TA). Large differences between the three measures can prompt particular diagnostic questions about thestudent’s performance. You may be able to identify underperforming students – e.g. those students withNational Curriculum test results that are much lower than the indicated levels from CAT4.

The indicators in this report are shown as National Curriculum levels.

Student name Tutor group Mean SAS English Maths Science

Retrospective indicative end of KS2 level

Gretchen Gibson 2 141 5a 5a 5a

Tim Quinn 3 141 5a 5a 5a

Jacob Gordon 2 141 5a 5a 5a

Neal Hull 2 141 5a 5a 5a

Paige Lamb 2 141 5a 5a 5a

Dean Lindsay 2 140 5a 5a 5a

Molly James 2 137 5a 5a 5a

Harriet Johnson 2 137 5a 5a 5a

Clarence Scarborough 3 137 5a 5a 5a

Peter Robinson 3 135 5a 5a 5a

Wayne Harris 2 135 5a 5a 5b

Paige Keller 2 133 5a 5a 5b

Dorothy Ellis 1 133 5a 5a 5a

Elisabeth Weber 3 133 5a 5a 5b

Eddie Garrison 1 132 5a 5a 5b

Cheryl Yates 3 132 5a 5a 5a

Kent Hicks 2 132 5a 5a 5b

Jean Katz 2 132 5a 5a 5b

Floyd Huffman 2 131 5a 5a 5b

Dianne Lyons 2 131 5a 5a 5b

Jason McIntyre 3 131 5a 5a 5b

Holly Brantley 1 130 5a 5a 5b

Kelly Sims 3 130 5a 5a 5b





Jordan Baldwin 1 130 5a 5a 5b

Audrey Wrenn 3 129 5a 5b 5b

Nina Baldwin 1 129 5a 5b 5b

Hannah Currie 1 128 5a 5b 5b

Elaine Henderson 2 128 5a 5b 5b

Jerry Coates 1 127 5a 5b 5b

Theresa Jiang 2 127 5a 5b 5b

Grace Ford 1 126 5a 5b 5b

Holly Crawford 1 126 5a 5b 5b

Benjamin Bolton 1 125 5a 5b 5b

Emma Brock 1 125 5a 5b 5b

Bill Abbott 1 124 5a 5b 5b

Carrie Duke 1 102 5c 4a 4a

Eileen McKee 3 101 5c 4a 4a

Ellen Smith 3 101 5c 4a 4a

Randall Waters 3 100 4b 4a 4a

Veronica Gonzalez 2 99 5c 4a 4a

Sue Wang 3 98 4b 4b 4a

Betsy Hu 2 98 5c 4a 4a

Harry Wall 3 97 4a 4b 4a

Glen Kelley 2 97 5c 4b 4a

George Webb 3 97 4b 4b 4a

Ben Hood 2 96 4b 4b 4b

Brenda Burgess 1 96 5c 4b 4a

Andrew Waller 3 95 4b 4b 4b

Kelly Gray 2 94 4a 4b 4a

Arnold Watts 3 94 4b 4b 4b

Joshua Smith 3 94 4b 4b 4b

Jordan Blum 1 93 4a 4b 4b

Sandra Hutchinson 2 93 4b 4b 4b

Kristine Ritchie 3 93 4b 4b 4b

Betty McCall 3 93 4b 4b 4b

Rhonda Rao 3 92 4c 4b 4b

Glenda Kenney 2 92 4b 4b 4b

Norman Brantley 1 91 4a 4b 4b

Leon Wiggins 3 91 4a 4b 4a

Joyce Rosenthal 3 90 4c 4c 4b

Nicholas Jenkins 2 90 4b 4c 4b

Tamara McConnell 3 90 4b 4c 4b

Regina Gill 2 89 4b 4c 4b

Dawn Moore 3 88 4c 4c 4b





Tommy Hicks 2 87 4c 3a 4b

Matthew Honeycutt 2 87 3a 3a 4b

Alan Green 2 86 4c 3a 4b

Thomas Manning 3 86 4c 4c 4b

Christina Curtis 1 86 3a 3a 4b

Toni Sawyer 3 86 4b 4c 4b

Alan Davidson 1 86 4c 3a 4b

Joanna Kemp 2 85 4b 3a 4c

Marcus English 1 85 4b 3a 4c

Alvin Best 1 84 3a 3a 4c

Stephen Brennan 1 84 4c 3a 4c

Benjamin Hamrick 2 84 4c 3a 4c

Vicki Freedman 1 84 3a 3a 4c

Jordan Blair 1 83 4c 3a 4c

Jacob Beatty 1 82 4b 3a 4b

Nancy Hayes 2 82 4b 3a 4b

Barry Craig 1 82 4b 3a 4b

Gene Carter 1 81 3a 3a 4c

Audrey Drake 1 81 4c 3a 4c

Evelyn Dunlap 1 81 4c 3a 4c

Vincent Boyd 1 77 3a 3b 4c

Alice McKenzie 3 70 4c 3c 3a

Ronald Waller 3 70 2 2 3b

Tracy Bowling 1 68 3c 2 3b

Christina Hawkins 2 67 2 2 3b

Jerome Norman 3 67 4c 2 3b

Nelson Fletcher 1 65 3b 2 3c

Carlos McMillan 3 64 3b 2 3c

Melanie Dickerson 1 61 2 2 2

Nicholas Hirsch 2 61 2 2 2

Joseph Walter 3 61 2 2 2

Jay Shaffer 3 59 2 2 2

Jessica Little 2 59 2 2 2

Terry Swanson 3 59 2 2 2

Guy Riley 3 59 2 2 2

Leo Bray 1 59 2 2 2


KS3 indicators


Group: Unknown



There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student’s scores on reasoning tests such as CAT4 andhis or her performance in national tests and examinations. CAT4 provides a range of indicators of future attainment which can form the basis of discussion with an individual abouttargets for learning or help set realistic but challenging targets for national tests and examinations.

External factors will affect a student’s eventual attainment – not least effort and motivation – but CAT4 results demonstrate what can be achieved because the test is establishedas a good predictor of subsequent attainment.

CAT4 scores and subsequent KS3 results (or teacher assessments) are collected from a large sample of schools and students. The KS3 indicators are derived from the statisticalrelationship between CAT4 scores and the end of KS3 results. The indicators are updated regularly to reflect changes in national KS3 attainment. Indicators for maths and scienceare calculated from the mean CAT4 Standard Age Score (SAS). The SAS for Verbal Reasoning has been found to give more accurate results for English so, when available, thisis used as the basis for the indicators for English. Should scores for one of more batteries be missing, indicators will be based on scores for those batteries administered to thestudent.

The indicators in this report are shown as National Curriculum levels.

Student name Tutorgroup

MeanSAS

Engl

ish

Mat

hs

Scie

nce

Art

D&

T

Geo

grap

hy

His

tory

ICT

MFL

Mus

ic

PE

Indicated KS3 level(most likely level followed by 'if challenged' level in bold)

Gretchen Gibson 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6aTim Quinn 3 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6aJacob Gordon 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6aNeal Hull 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6aPaige Lamb 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6aDean Lindsay 2 140 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6aMolly James 2 137 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6aHarriet Johnson 2 137 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6aClarence Scarborough 3 137 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6aPeter Robinson 3 135 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a




MeanSAS

Engl

ish

Mat

hs

Scie

nce

Art

D&

T

Geo

grap

hy

His

tory

ICT

MFL

Mus

ic

PE


Wayne Harris 2 135 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6aPaige Keller 2 133 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6aDorothy Ellis 1 133 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6aElisabeth Weber 3 133 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aEddie Garrison 1 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aCheryl Yates 3 132 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6aKent Hicks 2 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aJean Katz 2 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6aFloyd Huffman 2 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aDianne Lyons 2 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6aJason McIntyre 3 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aHolly Brantley 1 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aKelly Sims 3 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aJordan Baldwin 1 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aAudrey Wrenn 3 129 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aNina Baldwin 1 129 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aHannah Currie 1 128 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aElaine Henderson 2 128 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aJerry Coates 1 127 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aTheresa Jiang 2 127 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aGrace Ford 1 126 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6c 6bHolly Crawford 1 126 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6aBenjamin Bolton 1 125 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a 6c 6bEmma Brock 1 125 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a 6c 6bBill Abbott 1 124 7b 7a 8 8 7c 7b 6b 6a 6a 7c 7c 7b 6a 7c 6a 7c 6b 6a 6b 6a 6c 6bCarrie Duke 1 102 6a 7c 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6cEileen McKee 3 101 6b 6a 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6cEllen Smith 3 101 6a 7c 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6cRandall Waters 3 100 5a 6c 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6cVeronica Gonzalez 2 99 6a 7c 6a 7c 6c 6b 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5a 6c 5a 6cSue Wang 3 98 5b 5a 6c 6b 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6cBetsy Hu 2 98 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6cHarry Wall 3 97 5a 6c 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6cGlen Kelley 2 97 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c




MeanSAS

Engl

ish

Mat

hs

Scie

nce

Art

D&

T

Geo

grap

hy

His

tory

ICT

MFL

Mus

ic

PE


George Webb 3 97 5b 5a 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6cBen Hood 2 96 5b 5a 6c 6b 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5aBrenda Burgess 1 96 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6cAndrew Waller 3 95 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5aKelly Gray 2 94 6c 6b 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6cArnold Watts 3 94 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5aJoshua Smith 3 94 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5aJordan Blum 1 93 6c 6b 6c 6b 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5aSandra Hutchinson 2 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5aKristine Ritchie 3 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5aBetty McCall 3 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5aRhonda Rao 3 92 5c 5b 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5aGlenda Kenney 2 92 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5aNorman Brantley 1 91 5a 6c 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5aLeon Wiggins 3 91 6c 6b 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6cJoyce Rosenthal 3 90 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5aNicholas Jenkins 2 90 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5aTamara McConnell 3 90 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 4a 5c 5b 5a 5b 5aRegina Gill 2 89 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5aDawn Moore 3 88 4a 5c 5c 5b 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5aTommy Hicks 2 87 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aMatthew Honeycutt 2 87 4a 5c 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5aAlan Green 2 86 5c 5b 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5aThomas Manning 3 86 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5aChristina Curtis 1 86 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aToni Sawyer 3 86 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5aAlan Davidson 1 86 5c 5b 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5aJoanna Kemp 2 85 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aMarcus English 1 85 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aAlvin Best 1 84 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aStephen Brennan 1 84 4a 5c 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aBenjamin Hamrick 2 84 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aVicki Freedman 1 84 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aJordan Blair 1 83 4a 5c 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a




MeanSAS

Engl

ish

Mat

hs

Scie

nce

Art

D&

T

Geo

grap

hy

His

tory

ICT

MFL

Mus

ic

PE


Jacob Beatty 1 82 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aNancy Hayes 2 82 5b 5a 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5aBarry Craig 1 82 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aGene Carter 1 81 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aAudrey Drake 1 81 5c 5b 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aEvelyn Dunlap 1 81 5c 5b 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5aVincent Boyd 1 77 4a 5c 4b 4a 4b 4a 5c 5b 4a 5c 4b 4a 4b 4a 4b 4a 4c 4b 4a 5c 5b 5aAlice McKenzie 3 70 5c 5b 3 4c 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4b 4a 3 4c 4a 5c 5c 5bRonald Waller 3 70 3 4c 3 3 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5bTracy Bowling 1 68 3 4c 3 3 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5bChristina Hawkins 2 67 3 3 3 3 3 4c 4b 4a 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5bJerome Norman 3 67 5c 5b 3 3 3 4c 4b 4a 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5bNelson Fletcher 1 65 4c 4b 3 3 3 4c 4b 4a 4b 4a 3 4c 3 4c 4c 4b 3 4c 4b 4a 5c 5bCarlos McMillan 3 64 4b 4a 3 3 3 4c 4b 4a 4b 4a 3 4c 3 4c 4c 4b 3 4c 4b 4a 5c 5bMelanie Dickerson 1 61 3 3 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 5c 5bNicholas Hirsch 2 61 3 3 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 4a 5cJoseph Walter 3 61 3 4c 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 5c 5bJay Shaffer 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5cJessica Little 2 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5cTerry Swanson 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5cGuy Riley 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5cLeo Bray 1 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c



Group: ST



GCSE indicators

There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student’s scores on reasoning tests such as CAT4 andhis or her performance in national tests and examinations. CAT4 provides a range of indicators of future attainment which can form the basis of discussion with an individual abouttargets for learning or help set realistic but challenging targets for national tests and examinations.

External factors will affect a student’s eventual attainment – not least effort and motivation – but CAT4 results demonstrate what can be achieved because the test is establishedas a good predictor of subsequent attainment.

CAT4 scores and subsequent GCSE results are collected from a large sample of schools and students. The GCSE indicators are derived from the statistical relationship betweenCAT4 scores and GCSE results. The indicators are updated regularly to reflect changes in national GCSE attainment.

The indicated subject grades are given either as whole grades or where CAT4 scores indicate performance may be at the boundary between grades, as split grades (A/B, B/C,etc). The summary indicators include the overall probability of attaining 5 A*–C including English and Maths; GCSE points scores; and the ‘Best 8’ GCSE points score.

Indicators are calculated from the mean CAT4 Standard Age Score (SAS) apart from those for English and English Literature where the SAS for Verbal Reasoning is found to givemore accurate results, so this is used when available.




MeanSAS

Art

& D

esig

n

Bus

ines

s St

udie

s

D&

T —

Elec

tron

ics

D&

T —

Food

D&

T —

Gra

phic

s

D&

T —

Res

ista

nt m

ater

ials

D&

T —

Syst

ems

cont

rol

D&

T —

Text

iles

Dra

ma

Engl

ish

Engl

ish

Lite

ratu

re

Fren

ch

Geo

grap

hy

Ger

man

His

tory

Hom

e Ec

onom

ics

Indicated GCSE grades, subjects A—H (most likely grade followed by ‘if challenged’ grade in bold)

Gretchen Gibson 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*Tim Quinn 3 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*Jacob Gordon 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*Neal Hull 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*Paige Lamb 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*Dean Lindsay 2 140 A A* A A* A*/A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*Molly James 2 137 A A* A A* A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A*Harriet Johnson 2 137 A A* A A* A*/A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*Clarence Scarborough 3 137 A A* A A* A A* A A* A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A*Peter Robinson 3 135 A A* A A* A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A*Wayne Harris 2 135 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Paige Keller 2 133 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Dorothy Ellis 1 133 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A A* A A*Elisabeth Weber 3 133 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Eddie Garrison 1 132 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Cheryl Yates 3 132 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A A* A A*Kent Hicks 2 132 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Jean Katz 2 132 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Floyd Huffman 2 131 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Dianne Lyons 2 131 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Jason McIntyre 3 131 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Holly Brantley 1 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Kelly Sims 3 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Jordan Baldwin 1 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A*Audrey Wrenn 3 129 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B ANina Baldwin 1 129 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B AHannah Currie 1 128 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B AElaine Henderson 2 128 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B AJerry Coates 1 127 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A




MeanSAS

Info

rmat

ion

Tech

nolo

gy

Mat

hs

Med

ia S

tudi

es

Mus

ic

Phys

ical

Edu

catio

n

Rel

igio

us E

duca

tion

Scie

nce

—A

dditi

onal

Scie

nce

—B

iolo

gy

Scie

nce

—C

hem

istr

y

Scie

nce

—C

ore

Scie

nce

—Ph

ysic

s

Soci

olog

y

Span

ish

Stat

istii

cs

GC

SE T

otal

poi

nts

scor

e

% p

roba

bilit

y of

5+

A*—

C(in

c. E

nglis

h an

d m

aths

)

'Bes

t 8' G

CSE

poi

nts

scor

e

Indicated GCSE grades, subjects I—Z (most likely grades followed by ‘if challenged’ grade in bold)

Gretchen Gibson 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 459711

Tim Quinn 3 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 459711

Jacob Gordon 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 459711

Neal Hull 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 459711

Paige Lamb 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 459711

Dean Lindsay 2 140 A*/A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 455688

Molly James 2 137 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 451680

Harriet Johnson 2 137 A*/A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 453684

Clarence Scarborough 3 137 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 447671

Peter Robinson 3 135 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 449676

Wayne Harris 2 135 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 441658

Paige Keller 2 133 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 441658

Dorothy Ellis 1 133 A A* A*/A A* A A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 443663

Elisabeth Weber 3 133 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 439654

Eddie Garrison 1 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 439654

Cheryl Yates 3 132 A A* A*/A A* A A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 443663

Kent Hicks 2 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 439654

Jean Katz 2 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 441658

Floyd Huffman 2 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 435645

Dianne Lyons 2 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 441658

Jason McIntyre 3 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 437649

Holly Brantley 1 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 435645

Kelly Sims 3 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 437649

Jordan Baldwin 1 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 437649

Audrey Wrenn 3 129 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 432640

Nina Baldwin 1 129 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 432640

Hannah Currie 1 128 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 432640

Elaine Henderson 2 128 A A* A*/A A* A/B A A A* A/B A A A* A A* A A* A A* A A* A A* A A* A/B A A A* 100 430635

Jerry Coates 1 127 A A* A*/A A* A/B A A A* A/B A A A* A A* A A* A A* A A* A A* A A* A/B A A A* 100 430635




MeanSAS

Art

& D

esig

n

Bus

ines

s St

udie

s

D&

T —

Elec

tron

ics

D&

T —

Food

D&

T —

Gra

phic

s

D&

T —

Res

ista

nt m

ater

ials

D&

T —

Syst

ems

cont

rol

D&

T —

Text

iles

Dra

ma

Engl

ish

Engl

ish

Lite

ratu

re

Fren

ch

Geo

grap

hy

Ger

man

His

tory

Hom

e Ec

onom

ics


Theresa Jiang 2 127 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B AGrace Ford 1 126 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B AHolly Crawford 1 126 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B ABenjamin Bolton 1 125 A/B A A/B A A/B A A/B A A/B A B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B AEmma Brock 1 125 A/B A A/B A A/B A A/B A A/B A B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B ABill Abbott 1 124 A/B A A/B A A/B A A/B A A/B A B A A/B A A A* B A A* A* A*/A A* A/B A A A* A/B A A/B A A/B ACarrie Duke 1 102 B/C B C B C B B/C B C B C B C B B A B/C B A A* A/B A C B B/C B C B B/C B C BEileen McKee 3 101 B/C B C B C B B/C B C B C B C B B A B/C B A/B A A/B A C B B/C B C B B/C B C BEllen Smith 3 101 B/C B C B C B B/C B C B C B C B B A B/C B A/B A A/B A C B B/C B C B B/C B C BRandall Waters 3 100 B/C B C B C/D C B/C B C B C B C B B/C B B/C B C B B/C B C B C B C B C B C/D CVeronica Gonzalez 2 99 B/C B C B C B B/C B C B C B C B B A B/C B A A* A/B A C B C B C B C B C BSue Wang 3 98 B/C B C/D C C/D C C B C B C/D C C/D C B/C B B/C B C B B/C B C/D C C/D C C/D C C/D C C/D CBetsy Hu 2 98 B/C B C B C/D C B/C B C B C B C B B/C B B/C B A/B A B A C B C B C B C B C/D CHarry Wall 3 97 C B C/D C D C C B C/D C C/D C C/D C B/C B C B B/C B B/C B C/D C C/D C C/D C C/D C C/D CGlen Kelley 2 97 B/C B C B C/D C C B C B C B C B B/C B B/C B A/B A A/B A C/D C C B C/D C C B C/D CGeorge Webb 3 97 C B C/D C D C C B C/D C C/D C C/D C B/C B C B C B C B C/D C C/D C C/D C C/D C C/D CBen Hood 2 96 C B C/D C D C C B C/D C C/D C C/D C C B C B C B B/C B C/D C C/D C C/D C C/D C C/D CBrenda Burgess 1 96 B/C B C B C/D C C B C B C B C B B/C B B/C B A/B A A/B A C/D C C B C/D C C B C/D CAndrew Waller 3 95 C B C/D C D C C B C/D C C/D C C/D C C B C B C/D C C B D C C/D C D C D C D CKelly Gray 2 94 C B C/D C D C C B C/D C C/D C C/D C B/C B C B B/C B B/C B C/D C C/D C C/D C C/D C C/D CArnold Watts 3 94 C B D C D C C/D C C/D C C/D C D C C B C B C B C B D C D C D C D C D CJoshua Smith 3 94 C B C/D C D C C B C/D C C/D C C/D C C B C B C/D C C B D C C/D C D C D C D CJordan Blum 1 93 C B C/D C D C C B C/D C C/D C C/D C C B C B B A B A C/D C C/D C C/D C C/D C C/D CSandra Hutchinson 2 93 C B D C D C C/D C C/D C C/D C D C C B C B C B C B D C D C D C D C D CKristine Ritchie 3 93 C B C/D C D C C B C/D C C/D C C/D C C B C B C B C B D C C/D C D C D C D CBetty McCall 3 93 C B C/D C D C C B C/D C C/D C C/D C C B C B C B B/C B C/D C C/D C C/D C C/D C D CRhonda Rao 3 92 C B D C D C C/D C C/D C C/D C D C C B C B C/D C C/D C D C D C D C D C D CGlenda Kenney 2 92 C B D C D C C/D C C/D C C/D C D C C B C B C B B/C B D C D C D C D C D CNorman Brantley 1 91 C B D C D C C/D C C/D C C/D C D C C B C B B/C B B/C B D C D C D C D C D C




MeanSAS

Info

rmat

ion

Tech

nolo

gy

Mat

hs

Med

ia S

tudi

es

Mus

ic

Phys

ical

Edu

catio

n

Rel

igio

us E

duca

tion

Scie

nce

—A

dditi

onal

Scie

nce

—B

iolo

gy

Scie

nce

—C

hem

istr

y

Scie

nce

—C

ore

Scie

nce

—Ph

ysic

s

Soci

olog

y

Span

ish

Stat

istii

cs

GC

SE T

otal

poi

nts

scor

e

% p

roba

bilit

y of

5+

A*—

C(in

c. E

nglis

h an

d m

aths

)

'Bes

t 8' G

CSE

poi

nts

scor

e


Theresa Jiang 2 127 A A* A*/A A* A/B A A/B A A/B A A A* A A* A A* A A* A A* A A* A/B A A/B A A A* 100 428630

Grace Ford 1 126 A A* A*/A A* A/B A A/B A A/B A A A* A/B A A A* A A* A A* A A* A/B A A/B A A/B A 100 425625

Holly Crawford 1 126 A A* A*/A A* A/B A A/B A A/B A A A* A A* A A* A A* A A* A A* A/B A A/B A A A* 100 428630

Benjamin Bolton 1 125 A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A 99 423621

Emma Brock 1 125 A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A 99 423621

Bill Abbott 1 124 A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A 99 420615

Carrie Duke 1 102 B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B 83 364509

Eileen McKee 3 101 B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B 83 364509

Ellen Smith 3 101 B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B 83 364509

Randall Waters 3 100 B/C B C B C B C B B/C B B/C B C B B/C B B/C B C B B/C B C B C B C B 74 354490

Veronica Gonzalez 2 99 B/C B B/C B B/C B B/C B B/C B B/C B C B B/C B B/C B C B B/C B B/C B C B C B 80 361502

Sue Wang 3 98 C B C B C B C B C B C B C/D C B/C B B/C B C/D C B/C B C B C/D C C/D C 62 343470

Betsy Hu 2 98 B/C B C B C B C B B/C B B/C B C B B/C B B/C B C B B/C B C B C B C B 74 354490

Harry Wall 3 97 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 57 340463

Glen Kelley 2 97 B/C B C B C B C B C B C B C B B/C B B/C B C B B/C B C B C B C B 70 350483

George Webb 3 97 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 57 340463

Ben Hood 2 96 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 53 336457

Brenda Burgess 1 96 B/C B C B C B C B C B C B C B B/C B B/C B C B B/C B C B C B C B 70 350483

Andrew Waller 3 95 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C 44 328443

Kelly Gray 2 94 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 57 340463

Arnold Watts 3 94 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 324436

Joshua Smith 3 94 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C 44 328443

Jordan Blum 1 93 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 53 336457

Sandra Hutchinson 2 93 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 324436

Kristine Ritchie 3 93 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C 44 328443

Betty McCall 3 93 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C/D C C/D C C/D C 48 332450

Rhonda Rao 3 92 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 324436

Glenda Kenney 2 92 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 324436

Norman Brantley 1 91 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 324436




MeanSAS

Art

& D

esig

n

Bus

ines

s St

udie

s

D&

T —

Elec

tron

ics

D&

T —

Food

D&

T —

Gra

phic

s

D&

T —

Res

ista

nt m

ater

ials

D&

T —

Syst

ems

cont

rol

D&

T —

Text

iles

Dra

ma

Engl

ish

Engl

ish

Lite

ratu

re

Fren

ch

Geo

grap

hy

Ger

man

His

tory

Hom

e Ec

onom

ics


Leon Wiggins 3 91 C B C/D C D C C B C/D C C/D C C/D C B/C B C B B A B A C/D C C/D C C/D C C/D C C/D CJoyce Rosenthal 3 90 C/D C D C D/E D C/D C D C D C D C C/D C C/D C C/D C C/D C D C D/E D D C D/E D D/E DNicholas Jenkins 2 90 C B D C D/E D C/D C D C D C D C C/D C C/D C C/D C C B D C D C D C D C D/E DTamara McConnell 3 90 C B D C D/E D C/D C D C C/D C D C C B C B C B C B D C D C D C D C D CRegina Gill 2 89 C B D C D/E D C/D C D C D C D C C/D C C/D C C B C B D C D C D C D C D/E DDawn Moore 3 88 C/D C D/E D D/E D D C D C D C D C C/D C C/D C D C C/D C D C D/E D D/E D D/E D D/E DTommy Hicks 2 87 C/D C D/E D E D D C D/E D D C D/E D C/D C C/D C C/D C C/D C D/E D D/E D D/E D D/E D D/E DMatthew Honeycutt 2 87 C/D C D/E D E D D C D/E D D C D/E D C/D C C/D C D C D C D/E D D/E D D/E D D/E D D/E DAlan Green 2 86 C/D C D/E D E D D C D/E D D C D/E D C/D C C/D C D C C/D C D/E D D/E D D/E D D/E D D/E DThomas Manning 3 86 C/D C D C D/E D C/D C D C D C D C C/D C C/D C C/D C C/D C D C D/E D D C D/E D D/E DChristina Curtis 1 86 C/D C D/E D E D D C D/E D D C D/E D C/D C C/D C D/E D D C D/E D D/E D D/E D D/E D D/E DToni Sawyer 3 86 C B D C D/E D C/D C D C D C D C C/D C C/D C C/D C C B D C D C D C D C D/E DAlan Davidson 1 86 C/D C D/E D E D D C D/E D D C D/E D C/D C C/D C C/D C C/D C D/E D D/E D D/E D D/E D D/E DJoanna Kemp 2 85 C/D C D/E D E D D C D/E D D/E D D/E D D C C/D C C/D C C B D/E D D/E D D/E D E D D/E DMarcus English 1 85 C/D C D/E D E D D C D/E D D/E D D/E D D C C/D C C/D C C B D/E D D/E D D/E D E D D/E DAlvin Best 1 84 C/D C D/E D E D D C D/E D D/E D D/E D D C C/D C D C D C D/E D E D D/E D E D E DStephen Brennan 1 84 C/D C D/E D E D D C D/E D D/E D D/E D D C C/D C D C C/D C D/E D D/E D D/E D E D D/E DBenjamin Hamrick 2 84 C/D C D/E D E D D C D/E D D/E D D/E D D C C/D C C/D C C/D C D/E D D/E D D/E D E D D/E DVicki Freedman 1 84 C/D C D/E D E D D C D/E D D/E D D/E D D C C/D C D/E D D C D/E D E D D/E D E D E DJordan Blair 1 83 C/D C E D E D D/E D D/E D D/E D D/E D D C D C D C C/D C D/E D E D E D E D E DJacob Beatty 1 82 C/D C D/E D E D D C D/E D D C D/E D C/D C C/D C C B B/C B D/E D D/E D D/E D D/E D D/E DNancy Hayes 2 82 C/D C D/E D E D D C D/E D D C D/E D C/D C C/D C C B C B D/E D D/E D D/E D D/E D D/E DBarry Craig 1 82 C/D C D/E D E D D C D/E D D C D/E D C/D C C/D C C B C B D/E D D/E D D/E D D/E D D/E DGene Carter 1 81 C/D C D/E D E D D C D/E D D/E D D/E D D C C/D C D C D C D/E D E D D/E D E D E DAudrey Drake 1 81 C/D C E D E D D/E D D/E D D/E D D/E D D C D C C/D C C/D C D/E D E D E D E D E DEvelyn Dunlap 1 81 C/D C E D E D D/E D D/E D D/E D D/E D D C D C C/D C C/D C D/E D E D E D E D E DVincent Boyd 1 77 D C E D E/F E D/E D E D D/E D E D D/E D D C D C D C E D E/F E E D E/F E E DAlice McKenzie 3 70 D/E D F E F E E/F E E/F E E D E/F E E D E D D C C/D C E/F E F E F E F/G F E/F ERonald Waller 3 70 D/E D F E F/G F E/F E F E E/F E E/F E E D E D E/F E E/F E E/F E F/G F F E F/G F F E




MeanSAS

Info

rmat

ion

Tech

nolo

gy

Mat

hs

Med

ia S

tudi

es

Mus

ic

Phys

ical

Edu

catio

n

Rel

igio

us E

duca

tion

Scie

nce

—A

dditi

onal

Scie

nce

—B

iolo

gy

Scie

nce

—C

hem

istr

y

Scie

nce

—C

ore

Scie

nce

—Ph

ysic

s

Soci

olog

y

Span

ish

Stat

istii

cs

GC

SE T

otal

poi

nts

scor

e

% p

roba

bilit

y of

5+

A*—

C(in

c. E

nglis

h an

d m

aths

)

'Bes

t 8' G

CSE

poi

nts

scor

e


Leon Wiggins 3 91 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 57 340463

Joyce Rosenthal 3 90 C/D C D C C/D C D C C/D C D C D C C/D C C/D C D C C/D C D C D C D/E D 24 309408

Nicholas Jenkins 2 90 C/D C D C C/D C C/D C C/D C D C D C C/D C C/D C D C C/D C C/D C D C D C 28 313415

Tamara McConnell 3 90 C/D C C/D C C/D C C/D C C/D C C/D C D C C B C B D C C B C/D C D C D C 35 321429

Regina Gill 2 89 C/D C D C C/D C C/D C C/D C D C D C C/D C C/D C D C C/D C C/D C D C D C 28 313415

Dawn Moore 3 88 C/D C D/E D C/D C D C C/D C D C D C C/D C C/D C D C C/D C D C D C D/E D 21 305401

Tommy Hicks 2 87 D C D/E D D C D C C/D C D/E D D/E D D C D C D/E D D C D C D/E D D/E D 16 296386

Matthew Honeycutt 2 87 D C D/E D D C D C C/D C D C D C C/D C C/D C D/E D C/D C D C D/E D D/E D 18 300394

Alan Green 2 86 D C D/E D D C D C C/D C D C D C C/D C C/D C D/E D C/D C D C D/E D D/E D 18 300394

Thomas Manning 3 86 C/D C D C C/D C D C C/D C D C D C C/D C C/D C D C C/D C D C D C D/E D 24 309408

Christina Curtis 1 86 D C D/E D D C D C C/D C D/E D D/E D D C D C D/E D D C D C D/E D D/E D 16 296386

Toni Sawyer 3 86 C/D C D C C/D C C/D C C/D C D C D C C/D C C/D C D C C/D C C/D C D C D C 28 313415

Alan Davidson 1 86 D C D/E D D C D C C/D C D C D C C/D C C/D C D/E D C/D C D C D/E D D/E D 18 300394

Joanna Kemp 2 85 D C D/E D D C D C D C D/E D D/E D D C D C D/E D D C D C D/E D E D 14 292379

Marcus English 1 85 D C D/E D D C D C D C D/E D D/E D D C D C D/E D D C D C D/E D E D 14 292379

Alvin Best 1 84 D C E D D C D/E D D C D/E D D/E D D C D C D/E D D C D/E D D/E D E D 12 288372

Stephen Brennan 1 84 D C D/E D D C D C D C D/E D D/E D D C D C D/E D D C D C D/E D E D 14 292379

Benjamin Hamrick 2 84 D C D/E D D C D C D C D/E D D/E D D C D C D/E D D C D C D/E D E D 14 292379

Vicki Freedman 1 84 D C E D D C D/E D D C D/E D D/E D D C D C D/E D D C D/E D D/E D E D 12 288372

Jordan Blair 1 83 D C E D D C D/E D D C D/E D D/E D D C D C D/E D D C D/E D D/E D E D 10 284364

Jacob Beatty 1 82 D C D/E D D C D C C/D C D/E D D/E D D C D C D/E D D C D C D/E D D/E D 16 296386

Nancy Hayes 2 82 D C D/E D D C D C C/D C D C D C C/D C C/D C D/E D C/D C D C D/E D D/E D 18 300394

Barry Craig 1 82 D C D/E D D C D C C/D C D/E D D/E D D C D C D/E D D C D C D/E D D/E D 16 296386

Gene Carter 1 81 D C E D D C D/E D D C D/E D D/E D D C D C D/E D D C D/E D D/E D E D 12 288372

Audrey Drake 1 81 D C E D D C D/E D D C D/E D D/E D D C D C D/E D D C D/E D D/E D E D 10 284364

Evelyn Dunlap 1 81 D C E D D C D/E D D C D/E D D/E D D C D C D/E D D C D/E D D/E D E D 10 284364

Vincent Boyd 1 77 D/E D E/F E D/E D D/E D D C E D E D D/E D D/E D E D D/E D E D E D E/F E 6 270341

Alice McKenzie 3 70 E/F E F/G F E D E/F E D/E D F E E/F E E D E D F E E D E/F E E/F E F/G F 2 238286

Ronald Waller 3 70 E/F E F/G F E/F E F E D/E D F E E/F E E/F E E/F E F E E/F E F E E/F E G F 1 229269




MeanSAS

Art

& D

esig

n

Bus

ines

s St

udie

s

D&

T —

Elec

tron

ics

D&

T —

Food

D&

T —

Gra

phic

s

D&

T —

Res

ista

nt m

ater

ials

D&

T —

Syst

ems

cont

rol

D&

T —

Text

iles

Dra

ma

Engl

ish

Engl

ish

Lite

ratu

re

Fren

ch

Geo

grap

hy

Ger

man

His

tory

Hom

e Ec

onom

ics


Tracy Bowling 1 68 D/E D F E F/G F E/F E F E E/F E E/F E E D E D E D E D E/F E F/G F F E F/G F F EChristina Hawkins 2 67 E D F/G F F/G F F E F/G F E/F E F E E/F E E/F E F E F E E/F E F/G F F/G F G F F EJerome Norman 3 67 D/E D F/G F F/G F F E F E E/F E F E E/F E E D C/D C C/D C E/F E F/G F F E G F F ENelson Fletcher 1 65 E D G F F/G F F/G F F/G F F E F E F E E/F E E D D/E D F E G F F/G F G F F/G FCarlos McMillan 3 64 E D G F F/G F F/G F F/G F F E F E F E E/F E D/E D D/E D F E G F F/G F G F F/G FMelanie Dickerson 1 61 E/F E G F G F G F G F F E F/G F F E F E F/G F F/G F F E G F G F G F F/G FNicholas Hirsch 2 61 E/F E G F G F G F G F F E F/G F F/G F F/G F F/G F F/G F F/G F G F G F G F F/G FJoseph Walter 3 61 E/F E G F G F G F G F F E F/G F F E F E E/F E E/F E F E G F G F G F F/G FJay Shaffer 3 59 E/F E G F G F G F G F F/G F F/G F F/G F F/G F F/G F F/G F F/G F G F G F G F G FJessica Little 2 59 E/F E G F G F G F G F F/G F F/G F F/G F F/G F F/G F F/G F F/G F G F G F G F G FTerry Swanson 3 59 E/F E G F G F G F G F F/G F F/G F F/G F F/G F F/G F F/G F F/G F G F G F G F G FGuy Riley 3 59 E/F E G F G F G F G F F/G F F/G F F/G F F/G F F/G F F/G F F/G F G F G F G F G FLeo Bray 1 59 E/F E G F G F G F G F F/G F F/G F F/G F F/G F F/G F F/G F F/G F G F G F G F G F




MeanSAS

Info

rmat

ion

Tech

nolo

gy

Mat

hs

Med

ia S

tudi

es

Mus

ic

Phys

ical

Edu

catio

n

Rel

igio

us E

duca

tion

Scie

nce

—A

dditi

onal

Scie

nce

—B

iolo

gy

Scie

nce

—C

hem

istr

y

Scie

nce

—C

ore

Scie

nce

—Ph

ysic

s

Soci

olog

y

Span

ish

Stat

istii

cs

GC

SE T

otal

poi

nts

scor

e

% p

roba

bilit

y of

5+

A*—

C(in

c. E

nglis

h an

d m

aths

)

'Bes

t 8' G

CSE

poi

nts

scor

e


Tracy Bowling 1 68 E/F E F/G F E/F E F E D/E D F E E/F E E/F E E/F E F E E/F E F E E/F E G F 1 229269

Christina Hawkins 2 67 F E G F E/F E F E E D F/G F F E F E F E F/G F F E F E F E G F 1 214244

Jerome Norman 3 67 F E G F E/F E F E E D F/G F F E E/F E E/F E F/G F E/F E F E F E G F 1 219253

Nelson Fletcher 1 65 F E G F F E F/G F E D G F F E F E F E F/G F F E F/G F F E G F 0 204227

Carlos McMillan 3 64 F E G F F E F/G F E D G F F E F E F E F/G F F E F/G F F E G F 0 204227

Melanie Dickerson 1 61 F/G F G F F/G F F/G F E/F E G F F/G F F/G F F/G F G F F/G F G F F/G F G F 0 183192

Nicholas Hirsch 2 61 G F G F F/G F G F E/F E G F F/G F F/G F G F G F F/G F G F F/G F G F 0 173175

Joseph Walter 3 61 F/G F G F F/G F F/G F E/F E G F F/G F F/G F F/G F G F F/G F G F F/G F G F 0 183192

Jay Shaffer 3 59 G F G F F/G F G F E/F E G F G F G F G F G F G F G F F/G F G F 0 145149

Jessica Little 2 59 G F G F F/G F G F E/F E G F G F G F G F G F G F G F F/G F G F 0 145149

Terry Swanson 3 59 G F G F F/G F G F E/F E G F G F G F G F G F G F G F F/G F G F 0 145149

Guy Riley 3 59 G F G F F/G F G F E/F E G F G F G F G F G F G F G F F/G F G F 0 145149

Leo Bray 1 59 G F G F F/G F G F E/F E G F G F G F G F G F G F G F F/G F G F 0 145149


Documents

Group report for teachers - GL Educationgl-education.com/sites/gl/files/images/Samplereports/CAT4-group... · CAT4 Group report for teachers Level: D School: Check CAT Academy