By Gavin Mackintosh-
A report published by The Department Of Education highlights the plight of failing G.C.S.E pupils who continue to fail even after the opportunity of a resit.
It reveals that over a third of students resitting their English and maths GCSEs last summer performed worse than they did the previous time they sat their exams .
The statistics give a rough idea of the effects on the mental health of those pupils who find themselves failing their Maths or English exams twice. The feeling of lack of self worth for such pupils, whose self esteem could plummet to new lows. Research obtained from schools and tutor groups reveal that some pupils have unsuccessfully repeated exams up to five times, before giving up.
PROVISIONS
The Department Of Education said that schools have provisions to help them raised standards. Earlier in the year, data from the Joint Council for Qualifications revealed that less than a quarter of maths entries from candidates aged 17 and over across the UK resulted in a pass at grade 4 or better. In English, the pass rate dropped below 33%.
Provisional data published by the Department for Education shows a deterioration in standards. Of the 118,000 entries from post-16 students for English G.C.S.E and equivalent qualifications, 38.3 per cent resulted in a lower point score than the student had previously attained.
A further 24 per cent achieved the same score as they did originally, while 37.7 per cent managed to improve their point score. Results for maths also reveal a drop in achievements for resit students. Of the 155,000 entries in 2018-19, 37.2 per cent achieved a lower point score this time than the previous attempt, with 36.5 per cent making positive progress.
In English, 27.3 per cent of the 62,000 students who originally achieved a GCSE grade 3 or D or equivalent (level 2) performed worse than before, with ony 37.2 per cent improving.
Among students who had previously achieved below a grade 3 or D for G.C.S.E or equivalent, over half (52.7 per cent) achieved a lower point score this summer. In maths, 24.5 per cent of students with a grade 3 or D on their previous attempt at level 2 received a lower score, while 37.4 per cent improved on their prior attainment.
Of the maths students with prior attainment below a grade 3 or D for G.C.S.E or equivalent, the report shows that 51 per cent achieved a lower score, and 31.9 per cent improved it.
The DfE specifies that the prior attainment and progress scores only include students who are at the end of 16-18 studies and are subject to the 16-19 maths and English condition of funding requirements.
Earlier this year, data from the Joint Council for Qualifications revealed that less than a quarter of maths entries from candidates aged 17 and over across the UK resulted in a pass at grade 4 or better.
POINT SCORE
The point score in the education system is designed to measure students’ positive or negative progress. The progress measure for English and maths awards points from 0 to 8 for the grade achieved in GCSEs, legacy G.C.S.Es, functional skills or other maths or English qualifications. This enables progress score to be calculated once a student sits another qualification.
Stewart Foster, chief operating officer of NCFE, said we must do better and urge the government to look again at their policy.
“Whilst progress has certainly been made in recent years, the current G.C.S.E resit policy means too many learners have the odds stacked against them. These figures show that 62 per cent of students did not improve their attainment in English, and 63 per cent in maths, by the end of their 16-18 studies. For every student who improved their score, there was one who lowered their score. We must do better, and we would urge the government to look again at this policy.”
Andy Ratcliffe, chief executive of education equality charity Impetus, said GCSEs in English and maths were “crucially important for young people’s success”.
NECESSARY
A Department for Education spokesperson said: “We know that good numeracy and literacy are necessary to give people the skills they need to thrive in their studies, work and life. That is why students who do not achieve a grade 4 at key stage 4 must continue to study these subjects, and why students who just missed out of a grade 4 at GCSE are given the opportunity to get a GCSE grade 4 or above at post-16. In 2018, over 70 per cent of 19-year-old’s held a level 2 qualification in both maths and English – up from 68 per cent in 2013-14.
“To help improve attainment in maths, we have invested £50 million to improve the quality of maths teaching in post-16 institutions, focusing on improving basic maths knowledge and skills.
They added: They are now 21 Centres of Excellence in maths across the country which are designing new and improved teaching approaches, developing high quality teaching resources, building teachers’ skills and spreading best practice across the country through wider networks.