Value Added Measures

Education and Skills written question – answered on 11th February 2004.

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Photo of Mark Hoban Mark Hoban Shadow Minister (Health)

To ask the Secretary of State for Education and Skills what the value added between Key Stage 3 and GCSE/GNVQ would have been if the results of specialist schools had been excluded for (a) Durham, (b) Newcastle upon Tyne, (c) South Tyneside, (d) Salford, (e) Blackpool, (f) Knowsley, (g) Liverpool, (h) St Helens, (i) Sefton, (j) North East Lincolnshire, (k) Kingston-upon-Hull, (l) Doncaster, (m) Leeds, (n) Leicestershire and (o) Reading local education authorities.

Photo of David Miliband David Miliband Minister of State (School Standards), Department for Education and Skills

The table following shows the 2003 Key Stage 3 to GCSE/GNVQ Value Added measures for each of the local education authorities when (1) Specialist schools are included and (2) Specialist schools are excluded. Figures are based on maintained schools only:

2003 key stage 3 to GCSE/GNVQ value added measures
(1) Specialist schools included (2) Specialist schools excluded
Local education authority KS3-GCSE/GNVQ VA measure Number of schools KS3-GCSE/GNVQ VA measure Number of schools
(a) Durham 97.2 (47) 97.3 (27)
(b) Newcastle-upon-Tyne 97.3 (16) 96.7 (8)
(c) South Tyneside 97.6 (17) 97.0 (15)
(d) Salford 97.4 (17) 97.1 (14)
(e) Blackpool 97.2 (12) 96.0 (8)
(f) Knowsley 96.6 (16) 96.8 (13)
(g) Liverpool 97.4 (45) 96.2 (29)
(h) St Helens 96.9 (16) 96.4 (11)
(i) Sefton 97.7 (28) 97.5 (21)
(j) North East Lincolnshire 97.3 (14) 97.9 (9)
(k) Kingston-upon-Hull 97.1 (19) 96.5 (15)
(l) Doncaster 96.9 (25) 97.1 (16)
(m) Leeds 97.4 (52) 96.9 (31)
(n) Leicestershire 97.0 (24) 96.7 (12)
(o) Reading 97.8 (9) 97.3 (7)

These figures represent the results of one particular cohort of pupils, showing their value-added over the two years leading up to GCSE. School and LEA figures are also available in the school performance tables covering pupil value-added over the three years leading up to KS3. Similar information for each of these key stages was also published for the 2002 cohorts. Any assessment of whether particular schools or types of school are more effective than others should take into account this wider picture, as well as recognising that small differences in VA scores may not indicate significant differences in effectiveness.

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