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Presentation of Key Stage 3 Dip: Myth or Reality?
Presentation of Key Stage 3 Dip: Myth or Reality?
Myth or reality?
David Pepper
QCA International Unit
DEPS Visiting Research Fellow 30 September 2008
Qualifications and Curriculum Authority
QCA in a nutshell
2
QCA International Unit
Objectives
MRes dissertation:
• Definition of ‘dip’
To undergo a slight decline, especially temporarily; to slope
downwards; to lower or be lowered briefly; or, a momentary sinking.
Focus of dissertation
• Dips
• Attainment
• Year 7 and 8.
Structure
MRes dissertation:
• Literature review
• Methodology
• Analysis
• Conclusions
• Dissemination
• Future work
Literature review
• Several case studies (Galton & Wilcocks, 1983; Pollitt & Taylor, 1999;
Suffolk LEA, 2002; Hargreaves & Galton, 2002; Galton, Grey &
Rudduck, 2003) and a large-scale survey (Stoll et al, 2003).
• The focus is on transitions (rather than transfer per se) and their
impact on learner motivation -rather than attainment.
• Some countries report a ‘delayed dip’ in the second year post transfer
(Whitby & Lord, 2006). England is not alone.
Literature review
Pupils at risk?
• Ethnicity
Fit for purpose but gaps in evidence in relation to KS3 attainment dip.
Methodology
• Approach: quantitative
• Measure
Longitudinal: Y6 in 2002, Y7 in 2003, Y8 in 2004, Y9 in 2005
NC Levels (Y6-9) and sub-levels (Y7, Y8)
• Analytical procedures
Dips and plateaus in Levels
Dip
Plateau
Dip
Plateau
Using Levels:
Recovery refers to pupils who dipped but then regained some or all of
the attainment they lost.
Using levels:
Analytical method
• PLASC variables and middle school variable (all categorical)
• Chi Square test (significance) and Cramer’s V (effect size)
Dip: reality
• A minority of pupils dip a Level
• These pupils usually dip only once and recover quickly
• Sub-levels increased the observed dip in Y8 (Y7? Y9?)
• Year 8 more than Year 7* and English more than maths**
• Some pupils more vulnerable than others in Y7 and Y8 (Y9?)
• Year 9 dip
Plateau: reality
• More pupils plateau (a concern?)
• More Y7 English than maths*
• More Y8 maths than English
Underlying factors?
• School transfer
• Multiple transitions
• Access to resources
• Test validity
Find out more