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Level 3 Value Added. July 2014. RCU Analysis. Level 3 Value Added Scores and provider characteristics – what are the features of the top and bottom performing institutions? Impact of Level 3 qualifications taken at other institutions. Impact of shrinkage factor.
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Level 3 Value Added • July 2014
RCU Analysis • Level 3 Value Added Scores and provider characteristics – what are the features of the top and bottom performing institutions? • Impact of Level 3 qualifications taken at other institutions. • Impact of shrinkage factor. • Further analysis on 18 year olds. • Impact of GCSE Maths and English scores on Level 3 Value Added • Level 3 Value Added Scores and KS4 low grades v. high grades. • Level 3 Value Added Scores and learner characteristics.
Issues Raised from Previous Analysis • Methodology included all Level 3 qualifications taken by learner even if completed at another institution; • Schools might be withdrawing students who they expect to do badly, improving their headline Value Added scores. New DfE Completion Measure should help address this; • The lack of a common Key Stage 4 baseline year probably disadvantages GFEs and does not show the true value that colleges add; • Level 3 Value Added measure does not take into account the impact of deprivation.
Vocational Academic College Value Added Scores by Region
Vocational Academic Value Added Scores by Deprivation
Vocational Academic Value Added Scores by Success Rate
Vocational Academic Value Added Scores by Retention Rate
Vocational Academic Value Added Scores by Achievement Rate
Vocational Academic Value Added Scores by OFSTED Grades
Vocational Academic Value Added Scores by OFSTED Grades
Vocational Academic Value Added Scores by L3 Value Added Number of Entries
Vocational Academic Value Added Scores by Percentage of 16-18s Studying at Level 3
Vocational Academic Value Added Scores by Percentage of Level 3 16-18s Aged 18