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<p>Pupils who take drama have higher progress 8 scores. This may not be the result
of taking drama and may be the result of taking more GCSEs. The average progress 8[1]
scores of pupils in state funded schools[2], at the end of key stage 4[3], split by
whether they entered a GCSE or equivalent qualification in drama[4], are presented
in the tables below.</p><p> </p><table><tbody><tr><td colspan="5"><p>.<strong>Academic
year 2016/17<strong>[5]</strong></strong></p></td></tr><tr><td><p> </p></td><td><p><strong>Total
pupils</strong></p></td><td><p><strong>Average Progress 8 score</strong></p></td><td><p><strong>Lower
confidence interval<strong>[6]</strong></strong></p></td><td><p><strong>Upper confidence
interval<sup>7</sup></strong></p></td></tr><tr><td><p><strong>Pupils not entering
drama</strong></p></td><td><p>445,551</p></td><td><p>-0.05</p></td><td><p>-0.06</p></td><td><p>-0.05</p></td></tr><tr><td><p><strong>Pupils
entering drama</strong></p></td><td><p>54,070</p></td><td><p>0.15</p></td><td><p>0.14</p></td><td><p>0.16</p></td></tr></tbody></table><p>
</p><table><tbody><tr><td colspan="5"><p><strong>Academic year 2015/16<sup>5</sup></strong></p></td></tr><tr><td><p>
</p></td><td><p><strong>Total pupils</strong></p></td><td><p><strong>Average Progress
8 score</strong></p></td><td><p><strong>Lower confidence interval<sup>6</sup></strong></p></td><td><p><strong>Upper
confidence interval<sup>6</sup></strong></p></td></tr><tr><td><p><strong>Pupils not
entering drama</strong></p></td><td><p>452,823</p></td><td><p>-0.05</p></td><td><p>-0.06</p></td><td><p>-0.05</p></td></tr><tr><td><p><strong>Pupils
entering drama</strong></p></td><td><p>59,230</p></td><td><p>0.15</p></td><td><p>0.14</p></td><td><p>0.15</p></td></tr><tr><td><p>
</p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr></tbody></table><p>
</p><p> </p><ol><li>Progress 8 is a new measure which schools and pupils are still
adjusting to and with the ongoing transition to reformed GCSE’s, it is expected that
Progress 8 scores will be prone to fluctuations initially. Progress 8 is a measure
which focuses on each pupil’s ‘starting point’ (key stage 2 attainment) and the progress
they make, therefore more analysis is required to unpick which, if any, factors have
a definitive influence on these scores. With data for only two years, it is too soon
to draw conclusions. More information on Progress 8 is available here: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/659860/Secondary_accountability_measures_guide.pdf"
target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/659860/Secondary_accountability_measures_guide.pdf</a>.</li><li>State-funded
schools include academies, free schools, city technology colleges, further education
colleges with provision for 14- to 16-year-olds and state-funded special schools.
They exclude independent schools, independent special schools, non-maintained special
schools, hospital schools, pupil referral units and alternative provision.</li><li>Pupils
are identified as being at the end of key stage 4 if they were on roll at the school
and in year 11 at the time of the January school census for that year. Age is calculated
as at 31 August for that year, and the majority of pupils at the end of key stage
4 were age 15 at the start of the academic year. Some pupils may complete this key
stage in an earlier or later year group.</li><li>Pupils are recorded as ‘entering
drama’ if they sat at least one exam in any drama qualification which is counted in
the secondary school performance tables as a GCSE, equivalent or graded drama qualification.</li><li>2015/16
data is final; 2016/17 data is provisional.</li><li>Progress 8 scores are estimates
and the confidence intervals provide the <em>likely </em>bounds of the true score.
Further information can be found here: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/659860/Secondary_accountability_measures_guide.pdf"
target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/659860/Secondary_accountability_measures_guide.pdf</a>.
There are also significantly fewer pupils entering drama than those who do not, this
can lead to undue influence by outliers in the smaller cohort and it is not advised
to draw definitive conclusions when the data is mismatched in this way.</li></ol><p>
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