There is no evidence that either academies or local schools produce better results with equivalent pupils.
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The government is reversing pandemic “grade inflation” in England.
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Only 16% of predicted grades are accurate and the current system penalises disadvantaged students and those from minority backgrounds.
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Do they really matter?
Children in the north of England are more likely to finish school with poorer grades and are less likely to go on to further education.
Not everyone will be celebrating this results day, so here’s a few words of advice for both students and parents, to help put things into perspective.
Principais colaboradores
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Professor of Economics, Lancaster University
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Lecturer of Psychology, University of Hull
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Professor of Education, Sheffield Hallam University
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Lecturer at the Department of Curriculum and Educational Technology, Faculty of Education and Psychology, Universitas Negeri Semarang
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Researcher and Policy Analyst, Indonesian Education Standard, Curriculum, and Assessment Agency (BSKAP Kemdikbudristek)
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Research associate, University of Oxford
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Course Director in the Carnegie School of Education, Leeds Beckett University
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Reader in Psychometric Epidemiology, University of York
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Research Fellow, University of York
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Lecturer in Clinical Psychology, Teesside University
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Postgraduate research assistant, Imperial College London
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Senior Research Fellow in Evaluation Design and Research Methods, University of Dundee
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Durham University
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Lecturer in Physiotherapy, Keele University
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Head of the Department of Education, Childhood & Inclusion, Sheffield Hallam University
