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1128872

registered interest
date	03/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	259236
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259237 259238 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
tabling member	4263 label Biography information for Lucy Powell

1128873

registered interest
date	03/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds by prior attainment points from 0 to 3; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	259237
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259238 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
tabling member	4263 label Biography information for Lucy Powell

1128874

registered interest
date	03/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answers of 14 May 2019 to Question 251405 and Question 251401, if he will publish that data by (a) GCSE or international GCSE qualification at (i) grade 2/E, (ii) grade F, (iii) grade 1/G and (iv) grade fail and (b) any other qualification at (v) level 1 qualification, (vi) entry level and (vii) fail in 2017-18.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	259238
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259237 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
tabling member	4263 label Biography information for Lucy Powell

1128875

registered interest
date	03/06/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405 and Question 251401 on Mathematics: Education, for that data for the year 2016-2017.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	259239
answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259237 259238 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
tabling member	4263 label Biography information for Lucy Powell

1125079

registered interest
date	07/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many children classified as in scope for the 16-18 maths progress measure from (a) disadvantaged and (b) non-disadvantaged backgrounds achieved a grade 4 in maths by the end of 16-18 study in 2017-18 by each prior attainment grade.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	251403
answer	answer is ministerial correction date of answer 14/05/2019 answer text <p>The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status<a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftn1" target="_blank">[1]</a> and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release<a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftn2" target="_blank">[2]</a>.</p><p> </p><p><a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftnref1" target="_blank">[1]</a> Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p><a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftnref2" target="_blank">[2]</a> <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>. Main text, page 30-32.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 251400 251401 251402 251405 251406 question first answered 14/05/2019 15:58:39 answering member 111 label Biography information for Nick Gibb attachment 1 file name 251400_251401_251402_251403_251405_251406_table.pdf title 251400_251401_251402_251403_251405_251406_table
tabling member	4263 label Biography information for Lucy Powell

1125081

registered interest
date	07/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, for a breakdown of the number of children classified as in scope for the 16-18 maths progress measure from (a) disadvantaged and (b) non-disadvantaged backgrounds by prior attainment qualification of (i) GCSE grade 3 or D (ii) other level 2 qualification; and whether they (A) did not enter an approved qualification, (B) achieved a grade 4 or above (or equivalent) and (C) made positive progress in 2017-18.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	251405
answer	answer is ministerial correction date of answer 14/05/2019 answer text <p>The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status<a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftn1" target="_blank">[1]</a> and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release<a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftn2" target="_blank">[2]</a>.</p><p> </p><p><a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftnref1" target="_blank">[1]</a> Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p><a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftnref2" target="_blank">[2]</a> <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>. Main text, page 30-32.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 251400 251401 251402 251403 251406 question first answered 14/05/2019 15:58:39 answering member 111 label Biography information for Nick Gibb attachment 1 file name 251400_251401_251402_251403_251405_251406_table.pdf title 251400_251401_251402_251403_251405_251406_table
tabling member	4263 label Biography information for Lucy Powell

1125082

registered interest
date	07/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds in 2017-18 by each prior attainment grade.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	251406
answer	answer is ministerial correction date of answer 14/05/2019 answer text <p>The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status<a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftn1" target="_blank">[1]</a> and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release<a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftn2" target="_blank">[2]</a>.</p><p> </p><p><a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftnref1" target="_blank">[1]</a> Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p><a href="https://educationgovuk.sharepoint.com/sites/cd/c/WorkplaceDocuments/Written%20PQ%20Team/Written%20PQ%20-%202017-19%20drafts/251400%20-%20241406%20QC%20090519.docx#_ftnref2" target="_blank">[2]</a> <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>. Main text, page 30-32.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 251400 251401 251402 251403 251405 question first answered 14/05/2019 15:58:39 answering member 111 label Biography information for Nick Gibb attachment 1 file name 251400_251401_251402_251403_251405_251406_table.pdf title 251400_251401_251402_251403_251405_251406_table
tabling member	4263 label Biography information for Lucy Powell

943911

registered interest
date	18/07/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 21 June 2018 to Question 153838, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds in 2016-17 by each prior attainment grade.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	165578
answer	answer is ministerial correction date of answer 23/07/2018 answer text <p>The number of students in scope for the 16-18 English and maths progress measures are published as part of official Department for Education statistics. These can be found here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised</a>. The main text can be found in SFR03/2018, Section 5.</p><p>These statistics feature breakdowns by prior attainment groupings and disadvantage status. As the published data only shows the average progress point score, we have expanded on the published data by adding in the number of students that achieved a grade 4 or above as well as adding the number of students that made positive progress.</p><p>The English and maths progress measure is based on achievement of GCSEs and of approved stepping stone qualifications. These stepping stone qualifications include functional skills, free standing maths, English for speakers of other languages and AQA use of maths.</p><p>Each student’s exam results are assigned a capped point score. The point scores range from 0 to 8 points, depending on the type of qualification taken and the grade achieved by the student. For example, GCSE points range from 1 point for a grade G up to 8 points for an A* grade. Stepping stone qualifications do not attract as many points as GCSEs and typically fall between GCSE grades on the points scale. For example, a level 1 functional skill qualification is equal to 2.5 points. A fail in any qualification is worth 0 points, and students that do not enter any approved exams during 16-18 study automatically score -1 for the progress measure[1].</p><p> </p><ol><li>Information on how grades are assigned point scores can be found in the <a href="https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide" target="_blank">16 to 18 technical guidance.</a></li><li>There is no data (N/A) for prior attainment scores 0.8 and 1.7 in English because there are currently no qualifications assigned these scores.</li></ol><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 165579 165580 165581 165582 165583 165584 165585 question first answered 23/07/2018 14:38:43 answering member 4113 label Biography information for Nadhim Zahawi attachment 1 file name Table_of_disadvantaged_and_non_disadvantaged_students_by prior_attainment -_PQ_165578.doc title Table_for_grouped_PQ_165578
tabling member	4263 label Biography information for Lucy Powell

943912

registered interest
date	18/07/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 21 June 2018 to Question 153840, how many children classified as in scope for the 16-18 maths progress measure from (a) disadvantaged and (b) non-disadvantaged backgrounds made positive progress in maths in 2016-17 by each prior attainment grade.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	165579
answer	answer is ministerial correction date of answer 23/07/2018 answer text <p>The number of students in scope for the 16-18 English and maths progress measures are published as part of official Department for Education statistics. These can be found here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised</a>. The main text can be found in SFR03/2018, Section 5.</p><p>These statistics feature breakdowns by prior attainment groupings and disadvantage status. As the published data only shows the average progress point score, we have expanded on the published data by adding in the number of students that achieved a grade 4 or above as well as adding the number of students that made positive progress.</p><p>The English and maths progress measure is based on achievement of GCSEs and of approved stepping stone qualifications. These stepping stone qualifications include functional skills, free standing maths, English for speakers of other languages and AQA use of maths.</p><p>Each student’s exam results are assigned a capped point score. The point scores range from 0 to 8 points, depending on the type of qualification taken and the grade achieved by the student. For example, GCSE points range from 1 point for a grade G up to 8 points for an A* grade. Stepping stone qualifications do not attract as many points as GCSEs and typically fall between GCSE grades on the points scale. For example, a level 1 functional skill qualification is equal to 2.5 points. A fail in any qualification is worth 0 points, and students that do not enter any approved exams during 16-18 study automatically score -1 for the progress measure[1].</p><p> </p><ol><li>Information on how grades are assigned point scores can be found in the <a href="https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide" target="_blank">16 to 18 technical guidance.</a></li><li>There is no data (N/A) for prior attainment scores 0.8 and 1.7 in English because there are currently no qualifications assigned these scores.</li></ol><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 165578 165580 165581 165582 165583 165584 165585 question first answered 23/07/2018 14:38:43 answering member 4113 label Biography information for Nadhim Zahawi attachment 1 file name Table_of_disadvantaged_and_non_disadvantaged_students_by prior_attainment -_PQ_165578.doc title Table_for_grouped_PQ_165578
tabling member	4263 label Biography information for Lucy Powell

943913

registered interest
date	18/07/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mathematics: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 21 June 2018 to Question 153838, how many students in scope for the 16-18 maths progress measure from (a) disadvantaged and (b) non-disadvantaged backgrounds did not enter an approved maths qualification in 2016-17 by each prior attainment grade.
tabling member constituency	Manchester Central
tabling member printed	Lucy Powell
uin	165580
answer	answer is ministerial correction date of answer 23/07/2018 answer text <p>The number of students in scope for the 16-18 English and maths progress measures are published as part of official Department for Education statistics. These can be found here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2016-to-2017-revised</a>. The main text can be found in SFR03/2018, Section 5.</p><p>These statistics feature breakdowns by prior attainment groupings and disadvantage status. As the published data only shows the average progress point score, we have expanded on the published data by adding in the number of students that achieved a grade 4 or above as well as adding the number of students that made positive progress.</p><p>The English and maths progress measure is based on achievement of GCSEs and of approved stepping stone qualifications. These stepping stone qualifications include functional skills, free standing maths, English for speakers of other languages and AQA use of maths.</p><p>Each student’s exam results are assigned a capped point score. The point scores range from 0 to 8 points, depending on the type of qualification taken and the grade achieved by the student. For example, GCSE points range from 1 point for a grade G up to 8 points for an A* grade. Stepping stone qualifications do not attract as many points as GCSEs and typically fall between GCSE grades on the points scale. For example, a level 1 functional skill qualification is equal to 2.5 points. A fail in any qualification is worth 0 points, and students that do not enter any approved exams during 16-18 study automatically score -1 for the progress measure[1].</p><p> </p><ol><li>Information on how grades are assigned point scores can be found in the <a href="https://www.gov.uk/government/publications/16-to-19-accountability-headline-measures-technical-guide" target="_blank">16 to 18 technical guidance.</a></li><li>There is no data (N/A) for prior attainment scores 0.8 and 1.7 in English because there are currently no qualifications assigned these scores.</li></ol><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 165578 165579 165581 165582 165583 165584 165585 question first answered 23/07/2018 14:38:43 answering member 4113 label Biography information for Nadhim Zahawi attachment 1 file name Table_of_disadvantaged_and_non_disadvantaged_students_by prior_attainment -_PQ_165578.doc title Table_for_grouped_PQ_165578
tabling member	4263 label Biography information for Lucy Powell