Report – All models are wrong, some of these might be useful
Options for adjusting school value-added indicators for context
Should we bring back contextual value added?
Did CVA really lead to lower expectations?
Contextualised attainment at Key Stage 2
Including details of a new report available in FFT Aspire
How attainment gaps emerge from Foundation Stage to Key Stage 4, part one
For some pupils, a third of the GCSE-age gap already exists at age five
How attainment gaps emerge from Foundation Stage to Key Stage 4, part two
There are quite substantial differences when value added is looked at by region
How will KS2 value added be calculated next year?
Once KS1 Levels are no longer the starting point for value added calculations, a number of challenges exist
What can short standardised tests tell us about the attainment and progress of individual pupils and of schools?
Exploring some of the problems with using commercial tests to measure pupil progress
Value added measures in performance tables: A recap of the main issues for secondary schools
Announcing a new report for secondary schools that gives a different way of looking at value added.
Why do pupils who went to infant and first schools appear to underperform at Key Stage 4?
Is it real underperformance, or something else? The Datalab team take a look at the issue.