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
b
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
b
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
b
Support to schools in the use of Data
School ProfilesComprehensive
set of
benchmarking
data to support
Governors and
Headteachers
KS1 &KS2
Contextual
Reports to
identify
underachieving
groups
KS1 to KS2
Value Added
Reports
for tracking
pupils progres
b
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
b
Lambeth Contextual Reports: How
Statements were arrived?
z 
p  q
q (1  q )
n
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
b
Contextual reports: Consistent approach to determining
statements of performance: using Z-score
z
z
pq
q (1  q )
n
7
75* 25
49
z
82%  75%
75%(1  75%)
49
7
z z=1.13  1.13
6.18
b
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
b
Brixton JMI – English Key Stage 2 Value-Added Analysis
The pupils who are
plotted above the
dotted line (upper
quartile) are doing
better than expected.
National Median Line Relating Pupils' 1999 KS1 Points Score to their 2003 KS2 Marks
90
43
47
The solid black line
shows the median.
Nationally 50% of
pupils will be plotted
above this line, and
50% below
2003 Key Stage 2 English Mark
80
44
Nationally 25% of
pupils will be plotted
in this area.
70
24
20
19
41
48
28
18
37
60
26
Level 5
42
11
17
45
25
23
4
30
50
52
13
50
16
3
7
33
40
35
31
27
29
9
39
38
21
1
36
Nationally 50% of
pupils will be plotted
between the two
dotted lines, and can
be said to be
progressing in line
with expectation.
10
40
Level 4
Nationally 25% of
pupils will be
plotted
2
in this area.
30
57
20
5
6
<=3
22
51
7
>3
& <7
8
>=7
& <9
9
9
10
10
11
11
12
12
13
13
14
14
15
15
16
16
17
17
18
18
19
19
20
20+
Average 1999 Key Stage 1 Points Score
b
The pupils who are plotted above the dotted line
(lower quartile) are doing less well than expected.
Brixton Primary School. National median line relating pupils’ KS1 APS in 2007 to
their maths mark in 2011 –Free school meals
120
100
27
30
Key Stage 2 Maths Mark - 2011
32
Level 5
80
53
38
25
23
48
33
7
44
45
21
12
20
6
8
31
46
29
35
18
15
26
47
36
22
43
5
13
9
28
4
39
40
37
50
51
14
49
11
41
60
2
52
1
17
16
42
19
34
Level 4
40
10
Level 3
20
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
61
62
63
64
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
18
19
20
21
22
23
24
25
26
27
10
11
12
13
14
15
16
17
0987654321
0
3
6
9
12
15
18
21
Key Stage 1 Average Points Score - 2007
paid
free
b
Brixton Primary School. National median line relating pupils’ KS1 APS in 2007 to
their maths mark in 2011 –Ethnic Background
120
100
27
30
Key Stage 2 Maths Mark - 2011
32
Level 5
80
53
38
25
23
33
48
7
44
45
12
21
20
31
6
8
46
29
35
18
15
26
47
36
22
43
5
13
9
28
4
39
40
37
50
51
14
49
11
41
60
2
52
1
17
16
42
19
34
Level 4
40
10
Level 3
20
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
0123456789
0
3
6
9
12
15
18
21
Key Stage 1 Average Points Score - 2007
African
Caribbean
White British
Other
b
Brixton JMI – Key stage 1 to KS2 2011 Value added
Number 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%
b
Value added: Prior attainment based
Value Added in RAISEonline
VA
Score
*
Relative
attain
ment
All subjects
103.0
2.5
English
102.9
2.7
Mathematics
103.1
2.2
* The national mean is 100
• Prior attainment
value added scores
relative to the
national mean of
100.
• VA above national
average
• Good Value added
progress overall
b
Value Added: VA by relative attainment
 Shows both VA and relative attainment on same graph
VA > National
Attainment < National
VA and Att > National
GOOD – challenging cohort
GOOD !!
VA < National
VA and Att < National
Att > National
POOR / CAUSING CONCERN !!
?? COASTING ??
OFSTED Special Measures / Notice to Improve
b
Key Stage 1 to Key Stage 2 performance: value
added and relative attainment
b
Key Stage 1 to Key Stage 2 fine grades
value added analysis by pupil (Gender)
b
Key Stage 1 to Key Stage 2 fine grades value added: performance of
groups within school – ethnic backgrounds
b
National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to
GCSE Total Uncapped Point Score 2011 – School A
1000
54
900
29
114
173
77
800
GCSE Total Uncapped Point Score 2011
141
27
126
700
162
134
30
32
8 163
124
69
156
177
600
138
82
169
500
57
160
42
64
150
127
400
74
81
142
11
164
45
300
144
5
178
76
14
148
41
94
95 79104
36
28
62
125
85
8915
145
53
49
153
128
105
165
44
130
181
180
174 51
170
19
87
88
129
5091 93
182 55
167
22
118
52
112
84 137
158 40
67
38 43
31
107
1
60
78
103
157
86
21
121
111 108
140
83
7
161
61
6 80
68
115
26
56
131
176
116 14699
171
168
152
147
24
13
2
16
11071
175
3
59
72
172102
35
149
9637
109
18
136
75
904
179
183
92
70
17
120
139
33
9897
166
10 12
101 133
113
122
73
123
143
34
39 66
25 9
106
184
154
132
58
4720
65
119
48
46
200
100 63
155
0
15
16
17
18
19
20
21
22
23
24
25
26
27
28
KS2 Fine-Graded Average Point Score 2006
29
30
31
32
33
b
34
35
National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to
GCSE Total Uncapped Point Score 2011 – Gender
1000
54
900
29
114
173
77
800
GCSE Total Uncapped Point Score 2011
141
126
700
162
134
145
53
8915
36
28
62
125
49
153
128
105
165
44
130
181
180
174 51
170
19
87
88
129
91 93
50
182 55
22
167
118
52
84 112
67
137 38 43
31
60
107
1
103
78
157
111 108
86
21
121
83
140
7
161
6 80
61
68
115
26
56
131
176
116 146171
99
168
152
1472
24
13
71
16
110
175
3
59
72
172102
35
149
9637
109
18
136
75
90
179
183 4 70
92
17
33
120
139
97
166
10 12
101 133 98
113
122
73
123
143
34
39 66
25 9
106
184
154
132
58
158 40
138
82
169
500
64
150
41
94
32
8 163
124
177
600
95 79104
30
69
156
85
27
57
160
42
127
400
74
81
142
11
164
300
45
144
76
14
148
5
178
4720
65
119
48
46
200
100 63
155
0
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
KS2 Fine-Graded Average Point Score 2006
Girls
Boys
b
34
35
National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to
GCSE Total Uncapped Point Score 2011 – Ethnicity
1000
900
29
173
77
800
141
27
85
79
15
GCSE Total Uncapped Point Score 2011
53
126
700
30
134
32
163
124
69
156
177
600
158
138
82
6 80
169
57
176
56
116 146
99
172
102
150
400
42
17
139
127
123 122
74
81
11
35
136
904
70
9897
73
149
75
92 179
120
10 12
25
152
110
71
91
88
181
180
51
93
167
118
67
43
7
86
131
72
37
59
33
166
143
34
9
154
164
300
168
24
1472
39
184
106
144
133
165
22
137
112 52
84
1
38
111
83
61
44
130
153
128
28
62
31
21
140
157
500
94
36
76
14
148
178
132
58
4720
65
119
200
100
155
0
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
KS2 Fine-Graded Average Point Score 2006
African
Caribbean
Portuguese
White British
White Other
30
31
32
33
b
34
35
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
All Pupils
Male
Female
Free Meals
Paid Meals
African
Caribbean
Portuguese
White Other
White British
Upper Quartile
%
Number
37%
65
32%
36
45%
29
35%
6
37%
59
33%
11
20%
3
47%
7
43%
12
28%
10
Lower Quartile
Interquartile Range
%
Number
%
Number
14%
25
49%
88
16%
18
52%
59
11%
7
45%
29
18%
3
47%
8
14%
22
49%
79
15%
5
52%
17
7%
1
73%
11
20%
3
33%
5
11%
3
46%
13
22%
8
50%
18
b
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?
b