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Impact of a Pre-Access Curriculum on pupil attainment over 10 years

Impact of a Pre-Access Curriculum on pupil attainment over 10 years. PHASE ONE. HEFCE National Activity Project 2004-2006. Overarching ASDAN Methodology. Learning to Learn/Metacognition. PHASE TWO. HEFCE National Demonstration Project 2008-2010

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Impact of a Pre-Access Curriculum on pupil attainment over 10 years

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  1. Impact of a Pre-Access Curriculum on pupil attainment over 10 years

  2. PHASE ONE HEFCE National Activity Project 2004-2006

  3. Overarching ASDAN Methodology Learning to Learn/Metacognition

  4. PHASE TWO HEFCE National Demonstration Project 2008-2010 (Coventry and Warwickshire)

  5. PHASE THREE UWE Quantitative National Research

  6. The Research Study • Three strand mixed methods approach: • Analysis of National Pupil Database (NPD) – logistic regression model of around 500,000 entries for cohort completing KS4 in 2010 • ‘Imagined schools’ – quasi-experimental study using 3,557 pairs of learners matched across eight variables, one taking CoPE and one not • Case studies – research visits to four schools, with interviews with learners, teachers and school managers

  7. ‘Imagined schools’ analysis • Use of NPD data for 2010 • 3,557 young people taking CoPE in a school where it was offered to a wide cross-section of the cohort • Each matched with an ‘identical’ individual not taking CoPE • Matched by gender, ethnicity, KS3 English, KS3 maths, free school meals, special educational needs, English as an additional language and KS3 absenteeism • Creates two ‘imagined schools’: one where all take CoPE and one where none do, but otherwise similar

  8. Two outcome measures • GCSE English pass at A* to C – chosen as clearest link between CoPE and a mainstream GSCE • Five GCSE passes at A* to C, including English and mathematics, but excluding equivalent qualifications – chosen as the most rigorous threshold for KS4 success (prior to EB) • Shorthand: “Good pass” = A* to C

  9. Headline pass rates (A* to C) 4.2% higher 3.0% higher

  10. GCSE English by KS3 English result 9.4% higher 3.6% higher 1.7% higher

  11. Five GCSEs by Free School Meals 5.9% higher 2.4% higher

  12. Five GCSEs by English as Add. Lang. 8.0% higher 2.3% higher

  13. Summary of results • Young people in the CoPE ‘imagined school’ have significantly better pass rates in GCSE English and for the five GCSE threshold • Positive outcomes for nearly all subgroups in CoPE ‘imagined school’ • Outcomes particularly strong for educationally disadvantaged young people – e.g. by KS3 ability, FSM and EAL

  14. Causal mechanism • Based on qualitative data from case study schools, the following model is proposed

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