The Impact of the Introduction of Progress 8 on the Uptake of Qualifications in English Schools -- An Update for 2017/18 to 2019/20. Research Report

Autor/in	Gill, Tim
Institution	Cambridge University Press & Assessment (United Kingdom)
Titel	The Impact of the Introduction of Progress 8 on the Uptake of Qualifications in English Schools -- An Update for 2017/18 to 2019/20. Research Report
Quelle	(2022), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Foreign Countries; Accountability; Grades (Scholastic); Academic Achievement; Program Effectiveness; Institutional Characteristics; Socioeconomic Status; Racial Differences; Ethnicity; School Effectiveness; Intellectual Disciplines; Standardized Tests; Qualifications; Secondary Education; Racial Composition; Course Selection (Students); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Verantwortung; Notenspiegel; Schulleistung; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Ethnizität; Schuleffizienz; Geisteswissenschaften; Standadised tests; Standardisierter Test; Qualifikation; Qualifikationsstufe; Sekundarbereich; Course selection; Student; Students; Kurswahl
Abstract	This report is an updated version of analyses undertaken in previous years (Gill and Crawford, 2016; Gill, 2017; Gill, 2018) looking at the impact of the introduction of new accountability measures (Progress 8) on the qualifications and subjects taken by students at the end of Key Stage 4 (KS4). The focus of this report is on changes to the uptake of qualifications and subjects since the introduction of Progress 8. However, to provide some context and to give an indication of long term trends, results are presented for all years from 2007/08 to 2019/20. This time period includes some other important changes to accountability measures, such as the introduction of the English Baccalaureate (EBacc) performance measure in 2010 and the change to eligibility for performance tables of qualifications following the publication of the Wolf review of vocational education. The results presented in this report suggest that most schools are now fully adjusted to Progress 8 as the main accountability measure. [For the previous report, "The Impact of the Introduction of Progress 8 on the Uptake of Qualifications in English Schools - An Update for 2016/17. Research Report," see ED622150.] (ERIC).
Anmerkungen	Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01