| answer text |
<p>The Department publishes student’s achievements in A levels, in different grade
combinations, split by characteristics. This information is 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>
</p><p>Table 1, attached below uses this data to provide the number[1] of students
entering at least one A level[2] and those who achieved A*/A*/A, A/B/B and E/E/E[3]<sup>,[4],[5]</sup>
or better, split by their disadvantaged status[6] at the end of key stage 4. Figures
are based on 2017/18[7] revised data, for students in state-funded schools and colleges.
The Department does not publish estimates of the proportion of key stage 4 disadvantaged
pupils who go on to enter and achieve these different A level combinations by the
end of 16-18 study. However, an estimate can be derived by comparing the published
numbers to the size of the disadvantaged and non-disadvantaged groups from two years
previously in 2016. These are shown in table 2, attached.</p><p> </p><p>[1] The cohort
of students is based on those who are eligible for inclusion in the AAB measure, however
this is further restricted (see footnote 2). Inclusion in the AAB measure refers to
those who entered at least one full size A level, excluding applied A levels (this
includes double award A levels, but does not include AS levels, general studies or
critical thinking)). If students are entered for less than three full size A levels,
they are only included in the measure if they have not entered for other academic,
applied general and tech level qualifications greater than or equal to the size of
an A level. Where a student has only been at a provider for one year, they need to
have entered three A levels to be included.</p><p>[2] This includes A level entries
only (excludes double awards, AS levels and Applied A levels); it excludes general
studies and critical thinking.</p><p>[3] Each student's total grades are taken and
compared to the requested groupings. Inclusion in each group occurs when the student
has the exact grades, or when three (or more) of their grades match or are higher
than the required grades. Therefore, students with only 1 or 2 grades are excluded
as they do not match or beat all three required grades. These figures will differ
slightly from measures published for all students nationally, due to this slight methodological
difference.</p><p>[4] Only includes students with pass grades (A* to E). Discounting
has been applied in line with performance tables methodology (https://www.gov.uk/government/publications/16-to-19-qualifications-discount-codes-and-point-scores).</p><p>[5]
The E/E/E combination identifies those who achieved 3 or more A levels as an E grade
is the lowest passing grade.</p><p>[6] Students disadvantaged status is taken from
the census recorded completed in their final year of key stage 4 year study. Students
who completed their key stage 4 study in independent schools will not have been included
in the census and are grouped as 'unknown disadvantaged status'.</p><p>[7] Based on
students who finished their 16 to 18 study in 2017/18. Covers results achieved during
all years of 16-18 study (up to three years, i.e. the 2015/16, 2016/17 and 2017/18
academic years).</p>
|
|
