tag:theconversation.com,2011:/nz/topics/exam-results-30365/articlesExam results – The Conversation2023-09-14T16:15:21Ztag:theconversation.com,2011:article/2113702023-09-14T16:15:21Z2023-09-14T16:15:21ZShould you send your child to an academy or a council-run school? Why Ofsted results don’t mean much<figure><img src="https://images.theconversation.com/files/545739/original/file-20230831-21-n7bhi3.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C4984%2C3325&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/close-elementary-school-pupils-on-climbing-284502623">Monkey Business Images/Shutterstock</a></span></figcaption></figure><p>Helping your child choose a new school is a daunting process. You have to take into account catchment areas, how your child will travel to school, and where their friends are going. You may be looking at Ofsted results, exam performance or even the universities that pupils from particular schools go to. </p>
<p>What’s more, there are different types of state school – and you might be wondering if your child would be better off at an academy or a locally controlled, council-run comprehensive school. </p>
<p>There are also a few free, grammar, secondary-modern, specialist, foundation, or university-led schools, which might play into your choice. This (needless) variety of schools applies particularly to the secondary age group in England, but the split between academies and locally controlled schools applies also to the primary sector.</p>
<h2>Academy or council-run?</h2>
<p>Locally run schools are able to work with the local authority and to cooperate between themselves to provide experts to deal with learning challenges or disability. Roaming teachers serve more than one school for rarer topics such as musical instrument tuition. </p>
<p>Academies, on the other hand, have meant different things across different government administrations. </p>
<p>When <a href="https://www.theguardian.com/education/2010/may/26/what-is-an-academy">academies</a> were first established in 2002 there were only meant to be a few of them. They were designed to be a way to turn failing schools around, through new buildings, new management, new curriculum, and standalone independence. They were answerable directly to central government and so were not part of their local authority. And they were given additional initial and recurrent funding. </p>
<p>Then existing schools, including private ones, were allowed to choose to become academies, even when not deemed to be failing. These were often not disadvantaged schools, and the reason for the scheme became confused. Then came several pushes to make all schools into academies, whether they wanted it or not.</p>
<p>The reason for all of these changes by a Conservative government may have been to remove more schools from Labour local authority control. Another reason given was that the independence of academies was a benefit. </p>
<p>But it was soon learned that schools cannot operate alone. Instead of moving them back to local authority control, the decision was made to group them in chains or <a href="https://www.gov.uk/types-of-school/academies">academy trusts</a>. There is no evidence that the often scattered schools in such chains are better off than they would have been as local cooperative communities.</p>
<h2>Ofsted results</h2>
<p>A <a href="https://www.local.gov.uk/publications/analysis-ofsted-inspection-outcomes-school-type-2023">recent report</a> has suggested that schools in England classified as academies had <a href="https://www.theguardian.com/education/2023/aug/03/council-maintained-schools-in-england-outperforming-academies-in-ofsted-ratings">somewhat worse</a> Ofsted inspection grades than schools still controlled by their local authorities. Ofsted is the government-appointed body used to inspect and judge the quality of schools. </p>
<p>This might suggest that parents should look to choose local council-run schools ahead of academies. But a <a href="https://ffteducationdatalab.org.uk/2023/08/are-la-schools-more-likely-to-get-top-ofsted-ratings-than-academies/">re-analysis</a> of the same Ofsted data suggests that the difference between academies and locally controlled schools is much less clear-cut than in the initial report. </p>
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<img alt="Pupils playing musical instruments" src="https://images.theconversation.com/files/545742/original/file-20230831-23-porohz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/545742/original/file-20230831-23-porohz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/545742/original/file-20230831-23-porohz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/545742/original/file-20230831-23-porohz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/545742/original/file-20230831-23-porohz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/545742/original/file-20230831-23-porohz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/545742/original/file-20230831-23-porohz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">School results depend more on pupil intake than the schools themselves.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/teen-student-playing-saxophone-her-school-585788390">DGLimages/Shutterstock</a></span>
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<p>Either way, Ofsted grades are not trustworthy or reliable estimates of school quality. They are far too strongly influenced by the nature of the pupils attending each school. </p>
<p>On average, but only on average, schools find it more challenging to deal with pupils who have additional learning needs or a disability, are low-attaining, come from poor homes, have separated parents, live in state care or are otherwise heavily disadvantaged.</p>
<p>Ofsted does not seem to take these factors into account sufficiently. This means that good Ofsted scores are not fairly spread but are far more likely for suburban, girls-only, selective schools with no long-term poor pupils, for example. Perhaps <a href="https://policy.bristoluniversitypress.co.uk/education-policy">70% of the variation</a> in Ofsted grades can be explained by these factors. </p>
<p>If Ofsted grades do not tell us whether academies or local schools are better, perhaps we should look at exam results. The same problem arises here. School exam outcomes are largely the result of their pupil intake. </p>
<h2>Differences between pupils</h2>
<p>Schools that take high-attaining pupils at age 11 get good exam results when those pupils are aged 16. Schools that take heavily disadvantaged pupils tend to get lower results. So the early academies based on the most disadvantaged schools in the country had lower-than-average results. </p>
<p>Once the disadvantage requirement was dropped, and private schools also became academies, the situation changed. Note that this did not mean that academies had improved educationally – merely that their pupil intake had changed. </p>
<p>The <a href="https://journals.sagepub.com/doi/full/10.1177/2158244018825171">best estimates</a>, taking prior attainment and all relevant school and pupil characteristics into account, suggest that there are no systematic differences between school types. There is no evidence that either academies or local schools produce better results with equivalent pupils. </p>
<p>As more and different kinds of schools became academies, they became less disadvantaged than many local schools. Now some areas with more academies, especially those that have more recently converted to become academies, take more advantaged pupils. This means that the intakes of council-run schools <a href="https://www.tandfonline.com/doi/abs/10.1080/0305764X.2015.1045446">become more disadvantaged</a>.</p>
<p>This kind of <a href="https://www.routledge.com/Making-Schools-Better-for-Disadvantaged-Students-The-International-Implications/Gorard-See-Siddiqui/p/book/9781032262499?utm_source=individuals&utm_medium=shared_link&utm_campaign=B029454_te1_1au_7pp_d876_october2022inproduction">social segregation</a> is undesirable for a national school system. It damages average attainment, pupil prospects, and social cohesion.</p>
<p>So there is no particular educational reason for a family to choose either type of school for their child. But the system would be improved at a stroke if only academies or only local schools existed. All in all, the evolution of the academy programme appears to have done more harm than good.</p><img src="https://counter.theconversation.com/content/211370/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Stephen Gorard has received funding from the Economic and Social Research Council (ESRC) to investigate the impact of schooling. </span></em></p>There is no evidence that either academies or local schools produce better results with equivalent pupils.Stephen Gorard, Professor of Education and Public Policy, Durham UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2117082023-08-17T13:23:26Z2023-08-17T13:23:26ZExam results 2023: how to make sense of ‘grade deflation’ as A grades fall<figure><img src="https://images.theconversation.com/files/543216/original/file-20230817-6131-owgl35.jpg?ixlib=rb-1.1.0&rect=0%2C7%2C4992%2C3315&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/college-acceptance-rates-next-steps-after-2301581475">Iryna Imago/Shutterstock</a></span></figcaption></figure><p>Students across England are receiving <a href="https://www.theguardian.com/education/2023/aug/17/a-level-results-in-england-show-biggest-drop-on-record">lower grades</a> than they might have done in 2022. The percentage of A or A* grades given for A-levels has fallen from 35.9% to 26.5% in 2023. Pupils’ grades are closer to those from before the pandemic, when 25.2% of results were at A or A*. </p>
<p>In 2021, 88.2% of all grades were a C or above; in 2022, this figure was 82.1%. In 2023, it’s down to 75.4% – slightly lower than 2019, when 75.5% of grades were at C or above. </p>
<p>These lower outcomes are the result of the government’s action to <a href="https://www.gov.uk/government/news/guide-to-as-and-a-level-results-for-england-summer-2023">reverse the grade inflation</a> of 2020 and 2021 – a consequence of assessment changes during the pandemic. </p>
<p>Pupils who would have sat their exams in 2020 and 2021 were instead awarded grades based on teacher assessments. These were very much higher than in previous years, and appear be inflated above what would have been achieved had they sat regular examinations.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1692099024260608083"}"></div></p>
<p>Put simply, grade inflation means awarding students higher grades than they deserve – where their just deserts might be determined on the basis of their achievements prior to the final examinations and their recent efforts on the course. </p>
<p>But it’s tricky to pin down exactly what each student deserves, especially when their learning is disrupted by something like a global pandemic. On the other hand, then, deflation appears to be giving pupils less than they deserve – which is surely undesirable.</p>
<h2>Bringing results down</h2>
<p>As school assessment returned to normal after the pandemic, the government, through its exams agency <a href="https://www.gov.uk/government/organisations/ofqual">Ofqual</a>, resolved to bring results in England back to where they were before. In 2022 grades were adjusted to a <a href="https://schoolsweek.co.uk/2022-exams-plan-students-to-get-higher-than-normal-grades-before-return-to-normal-in-2023/">2019-2021 midpoint</a>, and this year <a href="https://ofqual.blog.gov.uk/2023/07/10/exam-results-2023-10-things-to-know-about-gcse-as-and-a-level-grades/">back to 2019 standards</a>. This means that the higher grades will have been more difficult to achieve. </p>
<p>Devolved governments in Wales and Northern Ireland are bringing grades back to pre-pandemic levels more gradually. </p>
<p>To understand how this is being done, we need to look at how grades are awarded. A-level and GCSE grading practice falls somewhere between <a href="https://www.renaissance.com/2018/07/11/blog-criterion-referenced-tests-norm-referenced-tests/">two standard ways</a> of awarding grades: criterion-referenced and norm-referenced. </p>
<p>A criterion-referenced system means that pupils are given credit for what they can demonstrate they have learned or understood on the syllabus. So, for example, getting 18 out of 20 on a test would automatically be an A grade, no matter what anyone else sitting the test scores. Driving tests are a good example of criterion-referenced examinations.</p>
<p>In contrast, norm-referenced grading (at its simplest) assigns grades according to where a candidate’s results sit when compared to the rest of their cohort. The top 10% may get an A, the next 20% a B and so on. It would mean that every year, the same proportion of pupils would get a top grade, and the same proportion would fail.</p>
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<img alt="Exam hall students writing" src="https://images.theconversation.com/files/543219/original/file-20230817-21-yjhnp7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/543219/original/file-20230817-21-yjhnp7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/543219/original/file-20230817-21-yjhnp7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/543219/original/file-20230817-21-yjhnp7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/543219/original/file-20230817-21-yjhnp7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/543219/original/file-20230817-21-yjhnp7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/543219/original/file-20230817-21-yjhnp7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Examination results in England are being adjusted back to 2019 standards.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/university-students-do-quiz-test-studies-1523432387">AimPix/Shutterstock</a></span>
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<p>The reality of the current A-level and GCSE system is that it is neither of these, but a mix of the two.</p>
<h2>Setting grades</h2>
<p>Grade boundaries are finally set only after pupils have sat their examinations and most of the work has been marked. The grade boundaries are informed by the national curriculum, the examination boards’ specifications – and the lead examiners’ detailed subject knowledge. </p>
<p>They will know that a typical grade B geography student, for example, will be able to explain particular concepts with a certain degree of competence. This is the criterion-referenced part of the system. Across the whole geography syllabus – or any syllabus – there are many criteria, so a kind of best fit averaging approach has to be applied by the examiners. </p>
<p>Then, all of the results nationally are considered and possibly adjusted, so they match the proportion of grades awarded at each level for a predetermined standard – in this case, the 2019 results. This is the norm-referenced part, and how Ofqual could be sure, ahead of the publication of results, that they would be roughly in line with 2019 figures. </p>
<p>Ofqual also stated that they have put <a href="https://www.gov.uk/government/news/guide-to-as-and-a-level-results-for-england-summer-2023">“protection” in place</a>, so that students will get the grades they would have had before the pandemic even if their performance is a little weaker. In other words, the grade boundary adjustment makes up for any knowledge missing because of the pandemic.</p>
<p>But it remains to be seen which young people will be most affected by the reduction in grades. For a long time there have been significant achievement gaps between <a href="https://www.theguardian.com/education/2022/aug/16/no-improvement-in-school-attainment-gap-in-england-for-20-years-report-says">disadvantaged children</a> and their more affluent peers. The likelihood is that these gaps will widen in 2023, as disadvantaged children have suffered <a href="https://schoolsweek.co.uk/almost-2-in-5-poorer-pupils-were-persistently-absent-last-year/#:%7E:text=Pupil%20absence%20statistics%20for%202021,disadvantaged%20pupils%20were%20persistently%20absent">more absences from school</a> since the pandemic. Such differences won’t show until the full release of data in the autumn.</p>
<p>What is clear is that the 2023 results – in line with 2019’s grade distributions – will certainly leave more pupils disappointed than in the previous two years when results were inflated above normal expectations.</p><img src="https://counter.theconversation.com/content/211708/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Chris Rolph does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The government is reversing pandemic “grade inflation” in England.Chris Rolph, Director, Nottingham Institute of Education, Nottingham Trent UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1864992022-07-15T09:27:22Z2022-07-15T09:27:22ZFour major challenges facing Britain’s education system after the pandemic<p>The UK goverment’s Department for Education has some new ministers in charge following the political turmoil surrounding Boris Johnson’s resignation. After resigning only two days into the job of education secretary, <a href="https://inews.co.uk/news/michelle-donelan-quits-cabinet-force-hand-of-boris-johnson-1728424">Michelle Donelan</a> has been replaced by <a href="https://www.gov.uk/government/people/james-cleverly">James Cleverly</a>, MP for Braintree. </p>
<p>Donelan’s former role overseeing higher education has been filled by Andrea Jenkyns, MP for Morley and Outwood, who has been named <a href="https://feweek.co.uk/andrea-jenkyns-named-skills-further-and-higher-education-minister/">skills, further and higher education minister</a>. Jenkyns’ credentials as an educational leader were called somewhat into question when she was photographed <a href="https://www.theguardian.com/uk-news/2022/jul/11/teaching-unions-slam-education-minister-over-obscene-gesture">making a gesture</a> to the public gathered outside Downing Street that would certainly have landed her in detention.</p>
<p>While these appointments can be considered, to some extent, to be caretaker roles pending the appointment of the new prime minister in early September, the new ministers still face significant challenges as they oversee schools, colleges and universities. Here are four issues facing them as they get to work. </p>
<h2>Getting exams back to normal</h2>
<p>The first hurdle comes next month with the annual round of GCSE and A-level exam results. This will be the first cohort since 2019 to have formally sat their exams. The Department of Education will be hoping that the exam results, which have already been taken and marked, will not cause such headline grabbing disruption this summer as in the two previous years. </p>
<p>In 2020, the first year that exams were cancelled due to the pandemic, results <a href="https://ofqual.blog.gov.uk/2020/12/18/further-evaluation-of-summer-2020-awarding/">were overturned</a> after it became clear that the algorithm used by the government to standardise grades was <a href="https://www.bbc.co.uk/news/explainers-53807730">penalising students</a> from disadvantaged backgrounds. Pupils could choose to use teacher assessments to decide grades instead.</p>
<p>In 2021, the government <a href="https://www.gov.uk/government/speeches/how-qualifications-will-be-awarded-in-2021">again elected</a> to use teacher assessment to decide results, but the approach resulted in many more top grades. <a href="https://www.gov.uk/government/publications/infographic-a-level-results-2021/infographics-for-a-level-results-2021-accessible">The jump in A grades</a> at A-level, from 38% to 44%, meant that there were not enough places at top universities to go around – and universities had to offer prospective students packages of support to persuade them to <a href="https://www.bbc.co.uk/news/newsbeat-58270387">defer to a 2022 start</a>.</p>
<p>However, it is likely that the return to exams will mean a <a href="https://ofqual.blog.gov.uk/2022/07/06/exam-results-2022-10-things-to-know-about-gcse-as-and-a-level-grades/">drop in grades</a> from 2021, and there may be many disappointed students and parents. Weathering grade fluctuations in future years while also closing gaps in attainment for students from disadvantaged backgrounds will be a difficult trick to pull off.</p>
<h2>Addressing inequality</h2>
<p>In November 2020, the Department of Education launched its flagship initiative to address pandemic learning loss in England, the <a href="https://nationaltutoring.org.uk/">National Tutoring Programme</a> – which pairs schools with tutors who work with individual students or small groups to help them catch up in core subjects. </p>
<p>However, the House of Commons Education Committee recently reported that the National Tutoring Programme is <a href="https://committees.parliament.uk/work/1667/the-governments-catchup-programme/publications/">failing to make an impact</a> in the schools in deprived areas where children are most behind with their education.</p>
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Read more:
<a href="https://theconversation.com/the-governments-academic-catch-up-strategy-is-failing-children-in-england-179227">The government's academic catch-up strategy is failing children in England</a>
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<p>Problems with the catch-up strategy are just the tip of the iceberg when it comes to endemic inequalities in education in the UK. School buildings in many areas are facing pressure from growing class sizes and wear and tear. A <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf">2021 report</a> by the Department for Education put the backlog of school maintenance in England at a cost of £11.4 billion, an eye watering sum at a time of economic crisis. </p>
<p>It is difficult to see how schools can level up for their pupils in buildings that are falling down. The education secretary must hope for sympathy and support around the new cabinet table to access the funds needed. </p>
<h2>Provide support for teachers</h2>
<p>The pandemic has had a serious impact on children and young people’s <a href="https://theconversation.com/the-governments-academic-catch-up-strategy-is-failing-children-in-england-179227">mental health and wellbeing</a> and the problem remains acute. One of the short-term impacts of this is growing pressures on teachers in classrooms. For this reason as well as the rise in the cost of living, teachers are asking for a <a href="https://www.theguardian.com/education/2022/jun/23/english-schools-warn-of-acute-teacher-shortages-without-inflation-plus-pay-deal">substantial pay increase</a>. </p>
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<img alt="Teacher with puppet talking to class" src="https://images.theconversation.com/files/473837/original/file-20220713-2711-vcp5da.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/473837/original/file-20220713-2711-vcp5da.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/473837/original/file-20220713-2711-vcp5da.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/473837/original/file-20220713-2711-vcp5da.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/473837/original/file-20220713-2711-vcp5da.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=501&fit=crop&dpr=1 754w, https://images.theconversation.com/files/473837/original/file-20220713-2711-vcp5da.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=501&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/473837/original/file-20220713-2711-vcp5da.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=501&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Schools and teachers are under pressure.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/kindergarten-students-sitting-on-floor-listening-709805509">Rawpixel.com/Shutterstock</a></span>
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<p>It seems unlikely that <a href="https://www.theguardian.com/education/2022/jul/01/teaching-unions-warn-of-strikes-in-england-despite-reports-of-improved-pay-offer">current proposals</a> for pay rises in schools, which sit below the rate of inflation, will stop a ballot on strike action or address teacher shortages caused by so many leaving the profession. If the new minister is to be able to deliver meaningful educational recovery, schools are going to need to be better staffed and better supported by other sector agencies. Achieving this looks both difficult and expensive. </p>
<h2>Free speech in higher education</h2>
<p>On 27 June 2022, before her promotion to education secretary and subsequent resignation, Michelle Donelan <a href="https://wonkhe.com/wonk-corner/michelle-donelan-fires-a-big-new-shot-at-the-sector-in-the-culture-wars/">had written</a> to university vice chancellors advising them to consider whether their membership of certain diversity schemes was appropriate given their responsibility to uphold free speech. This was regarded with concern by many in the education sector as a move that <a href="https://www.timeshighereducation.com/news/equality-scheme-letter-crossed-line-universities-tell-donelan">blurred the lines</a> between appropriate regulation and university autonomy. </p>
<p>In addition, <a href="https://www.independent.co.uk/news/uk/politics/holocaust-denial-universities-michele-donelan-b1846924.html">the controversial</a> Higher Education (Freedom of Speech) Bill, which seeks to ensure that free speech is <a href="https://www.gov.uk/government/news/universities-to-comply-with-free-speech-duties-or-face-sanctions">protected on campus</a> by limiting the “no-platforming” of speakers, is currently passing through the House of Lords. However, a <a href="https://www.hepi.ac.uk/2022/06/23/you-cant-say-that-new-polling-shows-students-want-more-controls-on-free-expression/">recent survey</a> has found that 61% of students think that universities should prioritise protecting students from discrimination rather than permitting unlimited free speech.</p>
<p>The new Department for Education team has much to do to ensure that good decisions are made on behalf of the UK’s children and young people. </p>
<p><em>This article was amended on July 19 2022 to reflect that the National Tutoring Programme and Condition of School Buildings Survey refer to England.</em></p><img src="https://counter.theconversation.com/content/186499/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Helena Gillespie's research is funded by Erasmus+ and has previously been funded by Advance HE and HEFCE. She is a school governor, multi academy trust member and director of Norfolk Cricket Board. </span></em></p>The reshuffled Department for Education is already facing controversy.Helena Gillespie, Associate Pro Vice Chancellor for Student Inclusion and Professor of Learning and Teaching in Higher Education, University of East AngliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1204432019-09-05T09:26:12Z2019-09-05T09:26:12ZDaily exercise can boost children’s exam grades – new research<figure><img src="https://images.theconversation.com/files/290534/original/file-20190902-175710-rrvkyt.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/search?search_source=base_landing_page&searchterm=academic+freedom&image_type=all">F Stock/shutterstock</a></span></figcaption></figure><p>Most parents are aware that <a href="https://theconversation.com/mud-pies-and-green-spaces-why-children-do-better-when-they-can-get-outdoors-43151">physical activity</a> is good for children – as it can help to improve their sense of self and have a positive impact on their mental health and well-being. But it’s less well known that being fit and active can also help to boost children’s academic performance. </p>
<p>Our <a href="http://pubs.sciepub.com/jpar/4/2/2/index.html">recent review of primary school children from Stoke-on-Trent</a>, England, shows that children who are more active perform better in key stage one results in reading, writing and mathematics than less active children – achieving grades that were either average or above average for each subject.</p>
<p>We also looked at how the children’s weight and height changed over the school year in our <a href="http://pubs.sciepub.com/jpar/4/2/2/index.html">review</a>. All the children gained weight, but less active children appeared to gain weight at a steeper rate than active children. This may mean these children – who currently have a normal weight and body mass – may be at risk of becoming overweight or obese in the future.</p>
<h2>Not enough exercise</h2>
<p>A report from Sport England shows that children who <a href="https://www.sportengland.org/media/13851/active-lives-children-survey-2017-18-attitudes-report.pdf">enjoy exercise</a>, have confidence in their physical abilities and understand why exercise is important, are more likely to be active regularly. The same report also shows that these children do, on average, twice as much physical activity compared with children who don’t enjoy sport and exercise.</p>
<p>The <a href="https://www.gov.uk/government/publications/physical-activity-guidelines-infographics">Department of Health recommends</a> children do at least 60 minutes of physical activity every day – but many children fail to meet these recommendations. This is in keeping with national figures that show only <a href="https://www.sportengland.org/media/13698/active-lives-children-survey-academic-year-17-18.pdf">17.5% of English</a>, <a href="https://www.gov.scot/publications/scottish-health-survey-2017-summary-key-findings/pages/8/">38% of Scottish</a>, <a href="https://gweddill.gov.wales/docs/statistics/2016/160929-welsh-health-survey-2015-health-children-en.pdf">51% of Welsh</a> and <a href="https://www.nisra.gov.uk/sites/nisra.gov.uk/files/publications/YPBAS2016ToplineResults.pdf">12% of Northern Irish</a> children meet the recommended minimum exercise levels. </p>
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Read more:
<a href="https://theconversation.com/we-asked-children-why-they-dont-get-enough-exercise-heres-what-they-said-74272">We asked children why they don't get enough exercise – here's what they said</a>
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<p>But inactivity is not just a problem in the UK. <a href="https://theconversation.com/overweight-kids-tackling-childhood-obesity-is-about-more-than-just-diet-and-exercise-85616">Levels of childhood physical activity</a> have recently been described as a global crisis by the <a href="https://www.who.int/dietphysicalactivity/factsheet_inactivity/en/">World Health Organisation</a>. Increasing urbanisation, changing patterns in transport, increased use of technology and high levels of poverty are considered to be reasons for the decline.</p>
<p>Of course, not all children naturally love exercise – <a href="https://theconversation.com/how-children-who-dread-pe-lessons-at-school-can-be-given-a-sporting-chance-122565">and many dread PE lessons</a>. Indeed, research shows that children who get <a href="https://raisingchildren.net.au/toddlers/nutrition-fitness/physical-activity/physical-activity-getting-involved">regular encouragement</a> and who have access to affordable facilities are more likely to be and stay active. </p>
<h2>Be a role model</h2>
<p>Given that our research shows the impact physical activity can have on academic performance and growth, it’s clear that children need to be encouraged to be active and given time to play regularly at home, in school and in the local community.</p>
<p>Children should <a href="https://theconversation.com/walking-a-dog-wont-make-your-child-fitter-but-it-can-give-them-a-healthier-start-91800">walk more</a>, run, cycle, use their scooter, go to their local playgrounds, dance, swim and play sports. Children should also be encouraged to travel to school on foot or by bike where possible and sit less often and for shorter periods of time. </p>
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<img alt="" src="https://images.theconversation.com/files/290551/original/file-20190902-175663-1xpwter.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/290551/original/file-20190902-175663-1xpwter.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/290551/original/file-20190902-175663-1xpwter.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/290551/original/file-20190902-175663-1xpwter.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/290551/original/file-20190902-175663-1xpwter.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/290551/original/file-20190902-175663-1xpwter.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/290551/original/file-20190902-175663-1xpwter.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Playing outdoors can help children to develop creative thinking.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/happiness-group-cute-adorable-children-playing-605961701">Rawpixel.com/Shutterstock</a></span>
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Read more:
<a href="https://theconversation.com/when-kids-run-for-15-minutes-in-school-every-day-heres-what-happens-to-their-health-96371">When kids run for 15 minutes in school every day, here's what happens to their health</a>
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<p>Importantly, children also need to have <a href="https://theconversation.com/your-parents-lifestyles-can-determine-your-health-even-as-an-adult-86879">positive role models</a>. They need to see parents, family members, teachers and members of the community, <a href="https://theconversation.com/keeping-fit-how-to-do-the-right-exercise-for-your-age-108851">enjoying being physically active</a> on a regular basis.</p>
<p>This is important because children who are <a href="https://www.sciencedirect.com/science/article/abs/pii/S0749379704003393">active regularly during childhood</a> are more likely to develop into adults who are active and exercise. And adults who exercise regularly are more likely to live <a href="https://theconversation.com/why-i-quit-my-day-job-researching-happiness-and-started-cycling-to-bhutan-105531">happier and healthier lives</a> than those who do not.</p><img src="https://counter.theconversation.com/content/120443/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Michael McCluskey has consulted with Stoke-on-Trent City Council.</span></em></p>Our new research shows that children who are physically active every day tend to perform better in exams.Michael McCluskey, Lecturer in Physiotherapy, Keele UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1216712019-08-14T12:10:11Z2019-08-14T12:10:11ZA-level results: a minority of students achieve predicted marks, so yes the system should be reformed<figure><img src="https://images.theconversation.com/files/288002/original/file-20190814-136230-rwl5kp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/two-girls-celebrating-exam-results-school-735915199?src=vCuSgjnf8sFlXDwu_4Ax9g-1-0">shutterstock/Monkey Business Images</a></span></figcaption></figure><p>With <a href="https://theconversation.com/the-north-south-divide-in-a-levels-explained-64317">A-level results day</a> come the countless pictures of jubilant students leaping in the air. But despite those jumping for joy, results day can also be a nerve-wracking time for those waiting to see if they got the grades needed to get into their first choice university. </p>
<p>It’s generally accepted that going to university plays a significant part in shaping lives, and the skills gained there help to sustain a thriving society. So it seems odd that at the heart of this process is guesswork – with the <a href="https://theconversation.com/should-students-apply-to-university-after-they-receive-their-a-level-results-110333">bulk of university offers based on predicted grades</a>. </p>
<p>Indeed, <a href="https://www.theguardian.com/education/2019/aug/13/labour-wants-universities-to-offer-places-after-exam-results">Labour has announced</a> plans to replace offers based on predicted grades with a new “fairer” system of post-qualification admissions. Under Labour’s plans, students would apply for their higher education place after receiving their results instead of the current system of predicted grades – which the party says penalises <a href="https://theconversation.com/bright-poor-students-less-likely-to-get-into-elite-universities-28560">disadvantaged students</a> and those from minority backgrounds. </p>
<p>The plans also look to curb the rise in unconditional offers and bring an end to the <a href="https://theconversation.com/going-through-university-clearing-then-make-sure-you-do-these-four-things-82460">clearing process</a> – which <a href="https://labour.org.uk/press/labour-announces-radical-shake-higher-education-admissions-system/">the party says</a> can be an “incredibly stressful and worrying time for students”.</p>
<h2>The problem with predicted grades</h2>
<p>Care has to be taken to not create a crisis where there isn’t one. After all, most university applicants find a place to study and UCAS provides for “adjustment” allowing students who have “overachieved” to reconsider where to study. </p>
<p>But, according to a 2016 report from <a href="https://www.ucl.ac.uk/ioe/news/2016/dec/call-university-applications-overhaul-report-reveals-just-16-predicted-level-results-are-correct">University College London’s</a> (UCL) Institute of Education, only 16% of predicted grades are accurate. And less than one in five students gains the grades their university offers are based upon. Of the others, 75% are over-predicted and 9% of students are under-predicted. These figures show that this is not a marginal issue. The process of predicted grades is inaccurate for most applicants. </p>
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Read more:
<a href="https://theconversation.com/should-universities-lower-entry-grades-for-disadvantaged-students-97142">Should universities lower entry grades for disadvantaged students?</a>
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<p>It would seem at first glance that the 75% of students with over-predicted grades have just been “lucky”, but it’s not that simple. The admissions process is designed to match academic potential and courses to maximise the chance of applicants thriving while studying. Over-predicting may place students “out of their depth”. So rather than benefiting from this “advantage” it may put students under academic stress that limits their potential. </p>
<p>Even if these students thrive, they act as place blockers for other students who may have been better suited to the course. Although there are <a href="https://theconversation.com/now-universities-can-accept-as-many-students-as-they-want-will-there-be-a-free-for-all-in-clearing-45633">no longer student number controls</a> and universities can, in theory, take as many students as they wish, real estate, student accommodation, and staffing mean that practically places are limited. So every extra student on a course who technically didn’t get the grades to be there, is taking up a spot.</p>
<h2>Massive disadvantage</h2>
<p>For the 9% of students whose projected grades were lower than their actual grades, this disparity tempers aspirations. These students’ true abilities would place them at higher ranking universities, but they may not be made offers – even if they do apply – because of their inaccurate projected grades. <a href="https://theconversation.com/ten-pieces-of-advice-on-clearing-from-an-admissions-tutor-30297">Going through Clearing</a> could be a way out of this, but emotionally these students may not want to make a late change to their place of study – and places at their ideal universities may already be filled by students whose grades were inflated.</p>
<p>UCL’s report also noted that the students most likely to be under-predicted on grades are those from disadvantaged backgrounds. Over the course of the study, 3,000 high performing students – those getting AABs or better – from disadvantaged backgrounds were under-predicted. This meant they applied to universities they were overqualified for.</p>
<p><a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/32412/11-1043-investigating-accuracy-predicted-a-level-grades.pdf">According to analysis</a> carried out by the Department for Business Innovation and Skills, black students were the most likely to have their grades under-predicted. <a href="https://www.suttontrust.com/newsarchive/admissions-process-barrier-poor-students/">The Sutton Trust</a> has also warned that poorer students are more likely to have their grades under-predicted – making them less likely to apply to the most selective institutions. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/288003/original/file-20190814-136190-17y7jad.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/288003/original/file-20190814-136190-17y7jad.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=374&fit=crop&dpr=1 600w, https://images.theconversation.com/files/288003/original/file-20190814-136190-17y7jad.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=374&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/288003/original/file-20190814-136190-17y7jad.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=374&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/288003/original/file-20190814-136190-17y7jad.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=469&fit=crop&dpr=1 754w, https://images.theconversation.com/files/288003/original/file-20190814-136190-17y7jad.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=469&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/288003/original/file-20190814-136190-17y7jad.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=469&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">England is the only country with over a million students where a pre-qualifications admissions system is used.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/belgrade-serbia-circa-june-2014-adults-198917669?src=DwH3LqIiaVdX2I5201gXRw-1-0">Shutterstock/bibiphoto</a></span>
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Read more:
<a href="https://theconversation.com/university-clearing-a-view-for-and-against-64081">University clearing: a view for and against</a>
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<p>All of which makes Labour’s most recent suggestions of reforming the system a step in the right direction. Indeed, a <a href="https://www.ucu.org.uk/media/10041/Post-qualification-application-a-student-centred-model---Jan-2019/pdf/PQA_report_Jan19.pdf">2019 report from The University and College Union</a> revealed that post-qualification admissions were the global norm, and that countries the UK often benchmarks against – such as Germany, Singapore, Australia and the US – all use this system.</p>
<p><a href="http://www.cnedu.pt/content/noticias/internacional/Education_at_a_glance_2018.pdf">The OECD’s top five countries</a> with the highest performing graduates also use post-qualification admissions – so it’s possible that students in those countries are being better matched to institutions and thriving accordingly. </p>
<p>The UK’s approach was designed in the 1980s and is becoming less fit for purpose. The system allows disadvantage to be compounded and the merits of a notable group of students to not be fully recognised. To move to a new system will not be easy but international examples show this is possible. And if we are to have a system of education that values, recognises and rewards merit it is an essential step. </p>
<p>A system where qualifications are assessed on what has been achieved and not what has been unreliably predicted would also help to move higher education access nearer to a transparent merit-based approach and at the very least would remove the clairvoyance that compounds disadvantage.</p><img src="https://counter.theconversation.com/content/121671/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Iain Garner does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Only 16% of predicted grades are accurate and the current system penalises disadvantaged students and those from minority backgrounds.Iain Garner, Head of the Department of Education, Childhood & Inclusion, Sheffield Hallam UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1008422018-08-23T04:34:03Z2018-08-23T04:34:03ZGCSE results: why bright, poor students fail to achieve top grades<figure><img src="https://images.theconversation.com/files/230901/original/file-20180807-191041-1pkxddt.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>The fourth Thursday in August is a day that is anticipated with equal measures of hope and trepidation by hundreds of thousands of young people across England, Wales and Northern Ireland. </p>
<p>This is when the results of GCSE examinations are released. These exams quite often determine the path these young people will follow – perhaps through upper secondary education, further education, or higher education. Small wonder people get nervous.</p>
<p>Like other exams, GCSEs act as a kind of sieve. Those who do well are presented with opportunities, while those who don’t do so well can often be <a href="https://theconversation.com/what-to-do-if-you-fail-your-gcses-80923">left wondering what to do next</a>.</p>
<p>The doors that are opened by a good showing at GCSE allow young people to invest further in their own skills, and ultimately this makes them more productive once they enter the workforce. Improving productivity for the country, as well as for individuals, requires that as many young people as possible can access these opportunities. That requires a level playing field – but as our <a href="https://www.sciencedirect.com/science/article/pii/S0377221718301462?via%3Dihub">new research shows</a>, that playing field is now anything but level.</p>
<p>Indeed, <a href="https://www.suttontrust.com/newsarchive/1000-disadvantaged-pupils-miss-out-on-top-grades/">recent findings</a> from social mobility charity, The Sutton Trust, show that almost half of able but disadvantaged students fail to achieve top GCSE grades. These are students who did well in primary school, but by the time they reached GCSE year, have fallen behind their academic peers.</p>
<h2>Social disadvantage</h2>
<p>Along with my co-authors, Chiara Masci and Tommaso Agasisti, I have used recently developed machine learning methods to analyse the determinants of pupils’ educational performance across a variety of advanced countries. <a href="https://www.sciencedirect.com/science/article/pii/S0377221718301462?via%3Dihub">Our analysis</a> makes use of data from the OECD’s <a href="http://www.oecd.org/pisa/data/2015database/">PISA</a> data set – this is useful because it allows comparisons to be made across the numerous countries in our study. </p>
<p>The results for the UK are particularly striking. They show that for here, educational performance is very much driven by social factors. So while tweaking educational policy may help or hinder at the margin, it is social policy that really has the power to secure large gains in educational attainment.</p>
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<img alt="" src="https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/230903/original/file-20180807-142251-12z98we.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Disadvantaged pupils with the potential for high achievement are falling behind their more advantaged peers.</span>
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<p>Looking at the proportion of the variation in schools’ test performance that can be explained by our model, we found that around a half is due to the percentage of students coming from disadvantaged homes. As soon as the proportion of disadvantaged students in a school passes through 20% – as it does in almost a half of all schools – the performance of students in that school falls off a cliff. A further fifth of the inter-school variation is due to students having special educational needs. </p>
<p>Only a tiny fraction of the variation is due to school-related factors – such as the number of computers per student, the number of staff per student, the size of the school, or school policies about communication with parents – or even government funding. It’s clear that it’s the social stuff that matters.</p>
<h2>How to fix it</h2>
<p>The PISA data set defines a student’s family as being <a href="https://www.oecd.org/pisa/pisaproducts/pisainfocus/pisa%20in%20focus%20n25%20(eng)--FINAL.pdf">disadvantaged</a> if its socioeconomic status is in the bottom 25%. In turn, socioeconomic status is measured as a combination of variables that capture the educational attainment of the parents. This includes their wealth and the educational and cultural possessions – books and the like – that the family has in the home. </p>
<p>Of course, it stands to reason that students who have better educated, wealthier parents and more access to books and resources within the home, should find education easier to access. But our findings also suggest that promoting adult education for parents, and providing students with access to books in the home could go some way to make a difference. </p>
<p>It is clear then that schools can only do so much to solve society’s problems. More needs to be done to help all students maximise the potential that education has to make a difference. Because it’s only right that everyone has the ability to achieve their full potential – not just those students who were born into easier circumstances.</p><img src="https://counter.theconversation.com/content/100842/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Geraint Johnes is an associate of the Work Foundation. </span></em></p>Half of clever students from poorer backgrounds fail to secure top GCSE grades.Geraint Johnes, Professor of Economics, Lancaster UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1016472018-08-22T13:54:20Z2018-08-22T13:54:20ZGCSEs are a waste of time – an education expert proposes an alternative<p>Getting your GCSE results is a big day for most 16-year-olds in England, Wales and Northern Ireland – as well as for their parents and schools.</p>
<p>GCSEs have been a national rite of passage for the last 30 years. The first students <a href="http://news.bbc.co.uk/onthisday/hi/dates/stories/june/20/newsid_2516000/2516847.stm">sat GCSEs in 1988</a> when GCSEs replaced O levels and CSEs as the single school leaving age qualification. </p>
<p>When GCSEs were first introduced in the 1980s around half of 16-year-olds stayed on in education – whether A-levels or vocational education. And GCSEs served two purposes – preparation and entry to post-16 education, or for employers to use in recruiting 16-year-olds. </p>
<p>But since 2011, the school leaving age has been <a href="https://www.gov.uk/know-when-you-can-leave-school">effectively raised to 18</a> and nearly everyone stays on or goes into training courses with some sort of formal education aspects. So given this is there still a need for national high stakes exams at 16? </p>
<h2>A brief history of GCSEs</h2>
<p>Over the years GCSEs have changed a lot. After their initial introduction, lots of qualifications were introduced that were equivalent to GCSEs in school league tables and for entry to further study. Some of these counted as equivalent to more than one GCSE. But these were later outlawed because of concerns about schools “gaming” the system. </p>
<p>Coursework and practical work also used to be an essential part of GCSEs. In 2006, course work varied between 20% and 65% by subject in the most popular exams, with most students assessed in <a href="http://www2.ofqual.gov.uk/downloads/category/95-qualification-standards-reports?download=322%3Areview-of-gcse-coursework-2006">English literature through 100% coursework</a>. But coursework is largely a thing of the past. This has caused particular problems for subjects like science with <a href="http://www.gatsby.org.uk/uploads/education/reports/pdf/consultation-on-the-assessment-of-practical-work-in-gcse-science.pdf">practical skills now assessed in exams</a>.</p>
<p>Over the past couple of years, GCSEs have gone through a radical change. In many ways, it means that the old GCSEs are being replaced, even though the name isn’t. The most eye catching change has been the switch from grading by letters to numbers. Before A* was the highest and G the lowest grade. Now, <a href="https://ofqual.blog.gov.uk/2018/03/02/gcse-9-to-1-grades-a-brief-guide-for-parents/">grades go</a> from nine being the highest to grade one the lowest. Part of the reason for this is that exams have got harder, as governments try to push England, Wales and Northern Ireland up the <a href="https://theconversation.com/pisa-results-four-reasons-why-east-asia-continues-to-top-the-leaderboard-69951">PISA league tables</a>. </p>
<h2>Tackling grade inflation?</h2>
<p>But one of the other biggest changes to the GCSE is not so obvious. In the old GCSEs, each grade had a description of the sort of content and skills that students were supposed to know to achieve that grade. So the marks for each grade were decided by the examiners before the exams were taken. But in the new GCSE, the number of students who can achieve a particular grade is largely set in advance. And the number of marks needed is set after marking. </p>
<p>The percentage for each grade is influenced by the overall results the 16-year-old cohort achieved in national exams when they were 11. This is intended to address concerns with grade inflation – that is more students each year achieving higher grades. But there are all sorts of <a href="https://debrakidd.wordpress.com/2017/02/20/a-broken-system-progress-gcses-and-sats/">unintended consequences</a>.</p>
<p>It creates a zero sum game – where the only way a school can do better is if another school does worse. And it doesn’t allow for schools as a whole to get better at helping students to learn more between 11 and 16. </p>
<p>And because GCSEs continue to be high stakes and harder, there is even more pressure on teachers and children leading to stress and <a href="https://neu.org.uk/latest/changes-gcses-and-levels-are-damaging-students%E2%80%99-mental-health-and-increasing-teachers%E2%80%99">affecting well-being and mental health</a>. Increasingly, schools start GCSE courses early, putting pressure on younger children and squeezing out time for <a href="https://theconversation.com/secondary-students-can-suffer-from-spending-an-extra-year-drilling-for-gcse-exams-88974">important parts of education</a>. It must really be asked then, what do GCSEs actually test beyond the capacity of children to cram for tests and schools to prepare them for this?</p>
<h2>What’s the alternative?</h2>
<p>One possible alternative to GCSEs is to develop a flexible 14 to 18 curriculum that meets the needs of all learners, as well as employers and universities. Part of this would include rigorous formative assessment that lets students and teachers know how pupils are progressing. </p>
<p>To know how the system as a whole is doing, samples of students could be tested at schools selected at random in a similar way to PISA tests or the <a href="https://nces.ed.gov/nationsreportcard/">National Assessment of Educational Progress</a> in the US. To assess individual schools the focus could be on outcomes at 18 or even what happens later on at 21 in terms of jobs and university. </p>
<p>This would lead to longer-term thinking about educational outcomes, rather than the short-term focus as happens in some US “no excuses” charter schools, whose students do well when they leave <a href="https://www.nytimes.com/2018/01/11/nyregion/can-a-no-excuses-charter-teach-students-to-think-for-themselves.html">but fail later</a>.</p>
<p>Recently, standards body Ofsted floated the idea that exams at 16 are not the best judge of school quality – though the government has since <a href="https://www.tes.com/news/dfe-and-ofsted-odds-over-exams">pushed back on this idea</a>. Regardless, there are reasons to think that the current version of GCSEs are already past their sell by date.</p><img src="https://counter.theconversation.com/content/101647/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Mark Boylan receives funding from the Department for Education and the Education Endowment Foundation to undertake education evaluations.</span></em></p>Why new style GCSEs are past their sell by date even before they’ve got going.Mark Boylan, Professor of Education, Sheffield Hallam UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/971422018-08-15T09:55:31Z2018-08-15T09:55:31ZShould universities lower entry grades for disadvantaged students?<figure><img src="https://images.theconversation.com/files/230894/original/file-20180807-191013-1iezppt.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shuttertstock</span></span></figcaption></figure><p>Students from less advantaged backgrounds are grossly underrepresented in Britain’s top universities. This underrepresentation of certain groups is particularly pronounced in highly competitive courses such as medicine. In England, for example, 80% of medical students come from just <a href="https://www.medschools.ac.uk/our-work/selection/selecting-for-excellence">20% of the country’s secondary schools</a>. This leads to a profession dominated by certain demographic groups.</p>
<p>This imbalance isn’t just an issue of “fairness” or social equality. It is well established that <a href="https://www.bmj.com/content/361/bmj.k2336">UK trained doctors</a> from affluent backgrounds are <a href="https://www.theguardian.com/society/2018/may/19/nhs-gp-doctors-health-poverty-inequality-jeremy-hunt-denis-campbell-deprived-areas">less likely to choose to work in rural or deprived areas</a>. This is especially true in less desirable specialisms such as general practice and psychiatry. </p>
<p>This has left the NHS heavily reliant on the recruitment of overseas doctors to fill such posts. But such staff are frequently recruited from low and middle income countries that can ill afford to lose their own homegrown doctors.</p>
<p>It has <a href="https://doi.org/10.1136/bmj.k2336">been highlighted</a> by Julian Simpson, who has written on and researched the subject, that this “shortage” of doctors willing to work in certain areas stems, fundamentally, from a “lack of alignment between the aims and needs of the NHS and the social and professional aspirations of doctors trained in British medical schools”. </p>
<h2>Grade discounts</h2>
<p><a href="http://bmjopen.bmj.com/content/8/5/e020291">Recent research</a> shows that, once in university, students from England’s most poorly performing secondary schools generally do as well academically as their peers from England’s highest performing schools. Even if they achieved somewhat lower A-level grades. <a href="http://www.hefce.ac.uk/pubs/year/2014/201403">Similar findings</a> from higher education in general have been reported. </p>
<p>This lends evidence to a fact that seems intuitive. That is, the grades a pupil achieves at A-level (or equivalent) are, on average, at least partly dependent on the school they attend. So, in order to make university admissions fairer, should students who attend schools where pupils generally leave with lower grades, be offered places based on reduced A-level achievement – known as “grade discounting”?</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/230896/original/file-20180807-191038-1tix7ws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/230896/original/file-20180807-191038-1tix7ws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/230896/original/file-20180807-191038-1tix7ws.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/230896/original/file-20180807-191038-1tix7ws.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/230896/original/file-20180807-191038-1tix7ws.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/230896/original/file-20180807-191038-1tix7ws.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/230896/original/file-20180807-191038-1tix7ws.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A level playing field?</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<p>Some universities – such as Birmingham, Southampton and King’s College London – have already trialled such A-Level “grade discounting” for medical school place offers for applicants from less advantaged backgrounds. The <a href="https://doi.org/10.1136/bmj.39508.606157.BE">early evidence</a> from such schemes is that the differences in academic outcomes between students entering with reduced A-level requirements and mainstream entrants are minimal, at most. </p>
<p>At present, it is unclear whether any meaningful differences would exist between qualified doctors who entered medical school via conventional policies or those who had gained admittance via such schemes. After all, people just want to be treated by safe, competent and compassionate practitioners. </p>
<h2>Like for like?</h2>
<p>But rolling out such an approach on a university wide scale, wouldn’t be a straightforward matter. For a start, there is the issue of how to effectively “contextualise” A-level (or equivalent) achievements. In this way, clear information about how to compare secondary schools would have to be available to university selectors – and such information currently is not always easy to come by. Likewise, for overseas applicants, making comparisons between institutions would be difficult, if not impossible. </p>
<p>Then there is the issue that some pupils from less advantaged backgrounds may not even consider applying for more prestigious or competitive courses at university. So such A-level grade discounting would have to be part of a package of measures to increase universities’ outreach among schools and the dissemination of information to teachers and careers advisers. </p>
<p>Such policies would also be clearly vulnerable to “gaming” from well-resourced families. It is easy to imagine, for example, how some advantaged pupils may be independently schooled until the last couple of years of their education, and for them then to be moved to state schools to take advantage of such admissions policies. </p>
<h2>Further afield</h2>
<p>In the US, “affirmative action” policies have been used to encourage ethnic diversity within some universities. Such policies have been <a href="https://supreme.justia.com/cases/federal/us/579/14-981/">weighed and tested through the court system</a>. The resulting verdicts make it clear that such approaches to widening participation cannot rest solely on the issue of “moral equality”. Rather, the case has to be made based on the educational advantages of a more diverse population of students. </p>
<p>The <a href="https://qz.com/714809/the-supreme-court-has-confirmed-that-race-still-plays-a-key-role-in-access-to-college/">most recent US Supreme Court verdict</a> also stressed that any “positive discrimination” in favour of underrepresented groups should also be proportionate and regularly reviewed. This implies that “grade discounting”, involving modest reductions in the A-level requirement for entry to certain courses for certain disadvantaged applicants, if applied with clear objectives and regularly reviewed, is likely to withstand legal challenge, at least in the US.</p>
<p>So while grade discounting is unlikely to cure all the lack of diversity on the most competitive university courses, it may well play a useful role as part of a package of measures designed to widen access to certain professions in the UK.</p><img src="https://counter.theconversation.com/content/97142/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Paul Tiffin has previously received research funding on behalf of his University employer, as part of a contact competitive tendering process, to undertake research, including relation to widening access, from the UK Clinical Aptitude Test Board, the Medical Schools Council and the National Institute for Health Research (NIHR).</span></em></p><p class="fine-print"><em><span>Lazaro Mwakesi Mwandigha is currently involved in a postdoctoral research project funded by the Bill and Melinda Gates Foundation (BMF). During his PhD, he received financial support from the UK Clinical Aptitude Test (UKCAT) Board. In addition, Hull York Medical School (HYMS) financially contributed to the student fees. </span></em></p><p class="fine-print"><em><span>Lewis Paton does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Research shows that 80% of medical students come from just 20% of the UK’s secondary schools.Paul Tiffin, Reader in Psychometric Epidemiology, University of YorkLazaro Mwakesi Mwandigha, Postgraduate research assistant, Imperial College LondonLewis Paton, Research Fellow, University of YorkLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1009082018-08-14T13:22:50Z2018-08-14T13:22:50ZA-levels: how to stop stressing over exam results<figure><img src="https://images.theconversation.com/files/231907/original/file-20180814-2891-hnayb8.jpg?ixlib=rb-1.1.0&rect=58%2C87%2C6507%2C4237&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>Exams are an almost unavoidable part of young people’s lives – and, inevitably, some people perform better than others. But what is more important than taking exams is how students manage the results of their exams – especially if they aren’t what was expected.</p>
<p>When the results are negative, it can be easy to come up with automatic thoughts such as “I will never succeed in my life”, “I’ve disappointed my parents”, or “everyone is better than me”. And although it might feel like these thoughts are valid and very real at the time, most of these statements are contaminated with thinking errors. </p>
<p>One example of a thinking error is what’s known as “dichotomous thinking”. This happens when people perceive things in black or white terms – it’s either a success or a failure. There’s also “fortune telling”, this is expressed when people believe they know what is going to happen: “I will fail again.” Another type of thinking error is “catastrophising”, which is where you think the worst possible outcome will occur – so it might be something like: “If I fail the exams, I will be unemployed for the rest of my life.” </p>
<p>In these situations, it’s also easy to start “overgeneralising”, where you extend any conclusions you reach about one thing to cover everything. People do this by using absolute terms – “always” or “never” – such as: “Since I failed this exam, I will always fail in everything.” It’s common, too, for people to “discount the positives” and underestimate their strengths – thinking along the lines of: “The last time I did a good job was only because I was lucky.”</p>
<h2>Fixing your thoughts</h2>
<p>To fix these types of thoughts, you can engage in a process, which is known as “<a href="https://www.cnwl.nhs.uk/wp-content/uploads/Cognitive_Restructuring_leaflet.pdf">cognitive restructuring</a>”. This technique has been used by psychologists who adopt the <a href="https://www.researchgate.net/publication/264932879_Cognitive_Behavioural_Therapy">cognitive behavioural approach</a> in their practice to help people who experience anxiety or depression. </p>
<p>According to this approach, people experience such problems because they keep dwelling on negative thoughts to the extent that they become addicted to such a thinking pattern. Negative thoughts, then, lead to specific bodily symptoms – such as butterflies in the stomach, as well as negative emotions, such as excessive worrying. </p>
<p>They can also lead to avoidance behaviours – for example when students do not want to resit exams – all of which traps people, eventually, into a vicious circle.</p>
<h2>The technique</h2>
<p>Cognitive restructuring can be used to fix any harmful thoughts and protect students against experiencing negative feelings. This technique involves a series of steps. To start, you can use a <a href="https://www.getselfhelp.co.uk/docs/ThoughtRecordSheet7.pdf">Thought Record Sheet</a> to record your feelings. </p>
<p>This might include ranking your feelings and thoughts over a particular day – such as sadness, 80% and irrational thoughts such as: “I will always fail.” This can then help <a href="http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0105956">to identify</a> any <a href="https://content-calpoly-edu.s3.amazonaws.com/hcs/1/documents/counseling/Common%20Cognitive%20Errors.pdf">thinking errors</a> you make – such as overgeneralising or catastrophising.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/231296/original/file-20180809-30455-1cvda24.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/231296/original/file-20180809-30455-1cvda24.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=424&fit=crop&dpr=1 600w, https://images.theconversation.com/files/231296/original/file-20180809-30455-1cvda24.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=424&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/231296/original/file-20180809-30455-1cvda24.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=424&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/231296/original/file-20180809-30455-1cvda24.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=532&fit=crop&dpr=1 754w, https://images.theconversation.com/files/231296/original/file-20180809-30455-1cvda24.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=532&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/231296/original/file-20180809-30455-1cvda24.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=532&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">You can learn to change the way you think.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<p>You can also use some <a href="https://www.mcgill.ca/counselling/files/counselling/20_questions_to_challenge_negative_thoughts_0.pdf">challenging questions</a> to test the validity of your thoughts – such as: “Do I have a crystal ball in front of my hands that allows me to see the future?” You can then use all of this to hopefully come up with more adaptive responses, such as: “Passing A-level exams is not the only route to success.”</p>
<h2>Moving forward</h2>
<p>Using this technique can feel like a battle between the irrational and the rational aspects of one’s self – where each side tries to convince the other about its rightness. That’s why by focusing on the evidence you can test the validity of these automatic thoughts based on facts. </p>
<p>The battle between the irrational and the rational selves is ongoing for most people, but knowing how to challenge the validity of one’s thoughts can help you to remain realistic most of the time. These techniques can hopefully help you calm your nerves ahead of results day, but should also help you with any decision making you have to do once the results are in.</p><img src="https://counter.theconversation.com/content/100908/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Constantine Mantis does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Beat exam stress with these top tips.Constantine Mantis, Lecturer in Health/Exercise Psychology, University of HullLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/960512018-07-10T08:20:30Z2018-07-10T08:20:30ZSats results and why the numbers don’t add up<figure><img src="https://images.theconversation.com/files/226265/original/file-20180705-122262-w5scq1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The latest Statutory Assessment Test results (Sats) have been released and will reveal whether all the coaching and anxiety has paid off for schools and pupils. </p>
<p>Sats have never been far from controversy. Introduced in 1989, the <a href="https://www.gov.uk/national-curriculum">national curriculum</a> aimed to ensure standardised teaching across all government funded schools – and Sats were the assessment of performance against expectation. </p>
<p>The results provide schools with a way of monitoring children’s progress and can be accessed by secondary schools to help set their Year 7 pupils into ability groupings. The data, which is published by the Department for Education, also allows for comparison of schools – which can help parents with school selection. </p>
<p>On top of this, Sats provide additional insight into school performance for Ofsted inspections – which allows the government to monitor whether schools are enabling children to show progression.</p>
<p>The tests have become “high-stakes” – in that they are seen as crucial for making decisions about the future for children. Sats are also considered to be a measure of the effectiveness of teachers and the accountability of the schools. This is despite the fact that these tests are just a snapshot of learnt information and are <a href="https://onlinelibrary.wiley.com/doi/abs/10.1080/01411920600569073">not necessarily a good predictor</a> of later achievement. </p>
<h2>‘Too much pressure’</h2>
<p>It’s maybe not surprising then that by 1995 – only about five years after the introduction of Sats – teachers had threatened to strike twice due to excessive workload exacerbated by the tests. Teachers also felt compelled to teach towards the test to meet targets. </p>
<p>After high profile criticisms and marking process failures, Sats for Year 9 were removed in 2008. But only eight years later in 2016, criticisms surrounding Sats were still going strong, with some parents removing their children from school in protest over the anxiety and pressure of the tests. Groups such as <a href="https://letthekidsbekids.wordpress.com">Let Our Kids Be Kids</a> gathered further petition signatures to boycott them.</p>
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<img alt="" src="https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/226266/original/file-20180705-122265-zzhmyh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">George Osborne has urged the prime minister to focus on poor educational attainment in the north to boost growth.</span>
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</figcaption>
</figure>
<p>In 2017, it was announced that Year 2 Sats for six and seven-year-olds will be scrapped by 2023. This follows a <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/611789/Key_stage_2_submitting_teacher_assessment_data.pdf">remodel of feedback</a> in an attempt to <a href="http://www.gov.uk/guidance/scaled-scores-at-key-stage-2">make the data more accessible</a>.</p>
<h2>Testing times</h2>
<p>Schools feel (and are) compared and judged, often without taking into consideration weaknesses or strengths of specific cohorts. This can lead to teaching to the test and a limitation on delivering a wider curriculum. </p>
<p>The timed nature of the tests <a href="https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/use-of-memory-tests-in-differentiating-organic-disorder-from-depression/66507B2285A9B57CD8467D044D9E78A9">also produces anxiety</a> in many pupils – especially in children who need time to think through their answers – a half finished paper does not provide an accurate indication of ability. The language used also discriminates against poor readers. </p>
<p>Naturally, this has left secondary schools uncertain of the reliability of Sats as a gauge for which ability sets children should be placed within – being placed in the wrong set <a href="https://www.nottingham.ac.uk/csme/meas/papers/boaler.html">can lead to underachievement</a>.</p>
<h2>Academic potential</h2>
<p>This is in part why many schools are now considering reasoning tests as a measure of academic potential. They measure fluid intelligence, an underlying ability that cannot be taught and is not affected by teaching, school or background.</p>
<p>Over 70% of secondary schools already use <a href="https://www.gl-assessment.co.uk/products/cognitive-abilities-test-cat4/">Cognitive Ability Tests</a> and with an increasing number of primary and secondary schools using <a href="https://www.psy.ox.ac.uk/research/oxford-group-for-childs-potential">Vesparch</a> (Verbal and Spatial Reasoning for Children), there is already a move towards using reasoning tests alongside school tests to identify putative potential and those underachieving at school relative to their <a href="https://www.ncbi.nlm.nih.gov/pubmed/28905355">potential</a>. </p>
<p>These tests can help to identify children of any ability (not just those unable to reach national curriculum expected standards) who would benefit from additional educational support. The Vesparch tests in particular, limit the reliance on reading as everything is read aloud. The multiple choice format places less emphasis on memory requirement and helps to reduce anxiety. The tests also have no time limit – meaning that children can listen to the question as many times as they need and complete the entire test.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/226267/original/file-20180705-122271-gtzj2r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">School is about so much more than tests and exam results.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>The data is age standardised – which means it takes age in years and months into consideration – and is instantly available to teachers. This allows educators to tailor teaching or provide support where necessary without the extra pressure of targets. These reasoning tests are not high stakes, the intention is to identify potential and ensure every child the opportunity to reach their potential. </p>
<p>In this way then, using reasoning tests alongside Sats would provide a fuller, more insightful view of every child’s potential and need. This is important, because it is, after all, the children that should be the priority in this situation.</p><img src="https://counter.theconversation.com/content/96051/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Julia Badger receives funding from The Realizing Potential Trust. </span></em></p>Do they really matter?Julia Badger, Research associate, University of OxfordLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/960552018-07-05T12:34:25Z2018-07-05T12:34:25ZNorth-south divide in schools is real – and it’s more complex than you think<figure><img src="https://images.theconversation.com/files/225909/original/file-20180703-116147-1ufg40t.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">shutterstock</span></span></figcaption></figure><p>When it comes to education, children in the north of England are already on the back foot – with students in London or the south east, more <a href="https://www.theguardian.com/uk-news/2016/dec/05/london-south-east-children-top-universities-schools-north-england">likely to go onto a top university</a>. Pupils from a disadvantaged background in the south, are also <a href="http://www.educationengland.org.uk/documents/pdfs/2014-soc-mob-child-pov.pdf">more likely to get five A* to C GCSEs</a>, compared with pupils in the north.</p>
<p>This divide in education has been highlighted time and time again – the think tank <a href="http://www.northernpowerhousepartnership.co.uk/publications/educating-the-north-driving-ambition-across-the-powerhouse/">Northern Powerhouse Partnership</a> has recently suggested that improving schools in the north of England should be “at the top of the in-tray” for education secretary Damian Hinds. </p>
<p>Recently, the <a href="https://www.parliament.uk/business/committees/committees-a-z/commons-select/education-committee/news-parliament-2017/education-in-the-north-one-off-evidence-17-19/">former chancellor George Osborne</a> added his voice to the discussion, calling on the government to close the gap between schools in the north and the south of England. Or, to be more specific, between London and the north. His concerns seem to be based upon the most recent of many reports outlining the attainment divide between regions. Published by the Children’s Commissioner, <a href="https://www.childrenscommissioner.gov.uk/publication/growing-up-north-time-to-leave-the-north-south-divide-behind">Growing up north</a>, highlights the complex relationships between life chances and education, wealth, health, labour markets and family aspirations. </p>
<h2>The challenge</h2>
<p>Osborne has urged ministers to set targets so that there are the same number of children attending “good” or “outstanding” schools in the north as in London. He has also suggested that ministers impose or clone the “<a href="https://www.londoncouncils.gov.uk/our-key-themes/children-and-young-people/education-and-school-places/lessons-london/tim-brighouse">London Challenge model</a>” on the north – focusing on primary and secondary schools. </p>
<p>London Challenge was devised by Labour when in power in 2002. It involved a number of strategies running in parallel, including schools working in partnership with local authorities and a number of advisers appointed to support schools.</p>
<p>The model led to impressive <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/574186/Ofsted_annual_report_education_and_skills_201516_web-ready.pdf">improvement in results</a> – particularly in areas of high deprivation. Successive Ofsted reports have in recent years, demonstrated how, despite the high levels of disadvantage in London, pupils outperform their counterparts in both the wealthier south-east and those in the north at Key Stage 4, on the key measure of A* to C grades at GCSE. </p>
<h2>‘The north’</h2>
<p>This might all sound well and good, but you can’t press button A and expect result B. Communities in the north are very diverse. You cannot compare the city of Sunderland with seaside town of Scarborough in terms of schools, nor Durham with Doncaster, or Leeds with Liverpool.</p>
<p>So while elements of knowing what has worked elsewhere could be helpful, those in power must understand that the north is not a homogeneous mass of people – despite what the stereotypes of Emmerdale and Coronation street lead people to believe.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/225910/original/file-20180703-116135-djbtw8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/225910/original/file-20180703-116135-djbtw8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/225910/original/file-20180703-116135-djbtw8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/225910/original/file-20180703-116135-djbtw8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/225910/original/file-20180703-116135-djbtw8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/225910/original/file-20180703-116135-djbtw8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/225910/original/file-20180703-116135-djbtw8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Children in the north of England have less chance of educational success than children in the south of England.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p>The north is massive and varied – and within its cities there are diverse communities with families that have differing needs and aspirations. Up north, councils have also lost a disproportionate level of spend compared to some southern local authorities. <a href="https://www.theguardian.com/society/patrick-butler-cuts-blog/2015/jan/14/council-cuts-burden-falls-again-on-north-and-inner-cities">Findings show</a> how between 2015 and 2016, councils in the north east of England faced reductions in funding of 7.8%, compared with cuts of 3.4% in the <a href="https://www.theguardian.com/society/patrick-butler-cuts-blog/2015/jan/14/council-cuts-burden-falls-again-on-north-and-inner-cities">wealthier south-east</a>.</p>
<h2>Squeezed budgets</h2>
<p>Like all areas of the UK, the north has it’s own unique set of issues. Many of the support services that help families have vanished, and infrastructure to support children and young people has diminished – leading to a huge service vacuum.</p>
<p>To add to this, there is the unrelenting pressure of school finances – which I see when taking part in the <a href="https://www.leeds.gov.uk/residents/children-families-and-carers/schools-and-learning/schools-forum">Leeds School Forum</a> – as costs rise and budgets remain largely static. Some schools even <a href="https://www.bbc.co.uk/news/education-39601310">rely on donations and money from parents</a> to help with cash flow.
So while all children have a right to go to an excellent school – and all parents should be able to select one for their children, the reality is far from that. </p>
<p>To address this crisis there must be serious investment in the future of schoolchildren across England – but in particular in the north, if this basic inequality in terms of education is to be readdressed. This is important, because children in the north have the right to high quality schooling – just like those children born in other areas of the country.</p><img src="https://counter.theconversation.com/content/96055/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Doug Martin is affiliated with organisation.
BARCA Leeds Trustee voluntary sector organisation
Pudsey Grangefield High School - governor
Springwell Leeds Academy - governor
Secondary representative Leeds Schools Forum </span></em></p>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.Doug Martin, Course Director in the Carnegie School of Education, Leeds Beckett UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/640352016-08-18T10:26:51Z2016-08-18T10:26:51ZHere’s what to do if you’re disappointed with your A-level results<figure><img src="https://images.theconversation.com/files/134448/original/image-20160817-3592-cyrnt4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">'OMG, I've failed'.</span> <span class="attribution"><span class="source">Ana Ado/Shutterstock</span></span></figcaption></figure><p>The saying goes “<a href="https://theconversation.com/is-it-true-that-what-doesnt-kill-us-makes-us-stronger-63376">what doesn’t kill you makes you stronger</a>”, and while that may well be the case, you still need to have the right mindset to turn failure into success – especially on exam results day. </p>
<p>This means rather than being overwhelmed by a challenge, you need to find a way to overcome it and learn from the experience so you can succeed in the future. This builds what psychologists call “<a href="https://theconversation.com/winning-a-penalty-shootout-takes-mental-toughness-luckily-that-can-be-taught-24553">mental toughness</a>”, which basically means that you are able to deal with challenges, pressure, and competition irrespective of prevailing circumstances. </p>
<p>People with mental toughness bounce back after a disappointment and see failure as a challenge and a learning opportunity, rather than a setback. The good news is <a href="http://www.tandfonline.com/doi/abs/10.1080/17509840802705938">mental toughness can be learned</a> through experience, so there’s no better time to start than on exam results day – when mental toughness will help you get through the day and help you to assess your future options if you haven’t done as well as you expected.</p>
<h2>Time for self reflection</h2>
<p>You first need to reflect on why you missed the grades. Look at what went wrong and how you might learn from that. <a href="http://qz.com/757875/mo-farahs-third-gold-medal-is-a-win-for-multicultural-britain/">Think about Mo Farah in the Olympics 10,000 metre final</a>. He fell badly and it could have cost him the gold medal. But he got back up, put it behind him and carried on – eventually winning the race. </p>
<p>Don’t dwell on the “failure”. Work out what went wrong, put it to one side, and then start to look forwards. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134449/original/image-20160817-3602-120daw7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134449/original/image-20160817-3602-120daw7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=489&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134449/original/image-20160817-3602-120daw7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=489&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134449/original/image-20160817-3602-120daw7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=489&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134449/original/image-20160817-3602-120daw7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=614&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134449/original/image-20160817-3602-120daw7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=614&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134449/original/image-20160817-3602-120daw7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=614&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">I have so much to do today, I will need to meditate for twice as long – so said Gandhi.</span>
<span class="attribution"><a class="source" href="https://commons.wikimedia.org/wiki/File:Almeida_Júnior_-_Moça_com_Livro.jpg">Jose Ferraz de Almeida Júnior//wikimedia commons</a></span>
</figcaption>
</figure>
<h2>It’s good to talk</h2>
<p>However, the worst thing you can do is sweep a bad result under the carpet. Once you’ve worked out where you think you went wrong, it’s important to discuss what’s happened and why. </p>
<p>It’s natural to feel nervous about the future, especially if things haven’t quite worked out how you imagined, and chatting these thoughts and fears through with someone close to you can really help to take a some of the weight off your mind. </p>
<p>Parents, this is where you can step in and encourage your child to open up and let them know you are still there for them.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134454/original/image-20160817-3573-10hi8p0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134454/original/image-20160817-3573-10hi8p0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134454/original/image-20160817-3573-10hi8p0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134454/original/image-20160817-3573-10hi8p0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134454/original/image-20160817-3573-10hi8p0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134454/original/image-20160817-3573-10hi8p0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134454/original/image-20160817-3573-10hi8p0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Trusted opinions can give invaluable support.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/127107506@N02/15106281058/in/photolist-p1TD4G-aq8ayp-mYdYma-7mK27x-FpYRb-7Huo5b-56xAhe-qNgikS-4DPdh2-b5vRDr-gCTts-BpQFk-4srdeK-6mPLZn-DREYB-58oHyn-eWqsUR-6Novsn-ftkikH-aW3ZF2-eyoUtV-FT4GQK-eysk6G-6TAeQ7-eysiV1-eyrZ9C-eys2oN-eyoRek-eyp35e-eypdir-eyoYhx-eyoVJR-eyoMTa-eys79m-eyp1LR-eyp6x2-eypfAt-eyrVEY-5Qp6zP-eypc8v-eys3w9-eyp5jx-eyoLPz-eys9L9-eyrTmq-eyp8xX-eypeDP-5nA6NP-eysoeG-eypf5V">Moiggi Interactive//Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc/4.0/">CC BY-NC</a></span>
</figcaption>
</figure>
<h2>Don’t be overwhelmed by emotion</h2>
<p>It’s hard not to panic when your social media feeds are full of excited friends off to their first choice of uni. Results day is a big deal, but wallowing in emotion will affect your ability to make all those important decisions yet to come. </p>
<p>Speak to sensible people around you for practical advice and try to think positively. It might feel like everything rests on your grades but actually many universities look at the whole person. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134463/original/image-20160817-3597-5c1yyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134463/original/image-20160817-3597-5c1yyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=416&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134463/original/image-20160817-3597-5c1yyh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=416&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134463/original/image-20160817-3597-5c1yyh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=416&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134463/original/image-20160817-3597-5c1yyh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=523&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134463/original/image-20160817-3597-5c1yyh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=523&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134463/original/image-20160817-3597-5c1yyh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=523&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">At times it pays to ditch social media.</span>
<span class="attribution"><a class="source" href="https://commons.wikimedia.org/wiki/File:A_calm_moment_at_lake.jpg">Patrik Jones//Wikimedia Commons</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>But don’t trivialise</h2>
<p>This might be the first major failure you’ve experienced and with emotions running high it is easy to feel like this is the end of the world. Parents can help here by remembering the importance of taking the experience seriously without making things worse. </p>
<p>At this point it might be good to talk about how far you’ve come and how much there is still left to achieve. Not only is this good for confidence all round, but it could also help formulate some interview answers when you speak to universities. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134468/original/image-20160817-3583-5mwnz4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134468/original/image-20160817-3583-5mwnz4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134468/original/image-20160817-3583-5mwnz4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134468/original/image-20160817-3583-5mwnz4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134468/original/image-20160817-3583-5mwnz4.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=501&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134468/original/image-20160817-3583-5mwnz4.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=501&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134468/original/image-20160817-3583-5mwnz4.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=501&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The right path might not be immediately obvious.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/richardleonard/104835400/in/photolist-agiUU-3b2oHR-bz1VLS-a7BCA4-q3Qptb-4vmBfp-5CqLzF-eDg1NS-aF11rB-4ZFQDd-DoS3-iRLcB-6oyCaL-8bEnwt-gwjmB-5tnnY-oFPUQw-6PR9BQ-a6hu9C-5CqLLn-nuarvw-29Pqiu-4B7PTE-bVL95E-dBG7v-biqqB-dBbhvV-7YX3ZD-5hjGS1-5CwTuj-aAk6Ef-aNzUv-dDqjkZ-HkV91-kqYiT-pv7nEe-91pcVH-nKNmpE-72U3aV-7YZL2B-w2E7u-8obtZc-HF1k-7aioFT-ozz6Rf-6oVqJY-6ousMe-6U5Tu6-ecXPrv-iRLeF">Richard Leonard//flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Work out your strengths</h2>
<p>Think about other achievements which show commitment and success, such as playing an instrument, being in a sports team, having a part-time job. Write them down and use them when you speak to universities. </p>
<p>If you’d been predicted high grades but were crippled by nerves on exam day, you’ve obviously got some academic ability and exams only provide a snapshot. Figure out what your strengths are and what makes you stand out against your peers.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134472/original/image-20160817-3602-hr9eb8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134472/original/image-20160817-3602-hr9eb8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134472/original/image-20160817-3602-hr9eb8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134472/original/image-20160817-3602-hr9eb8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134472/original/image-20160817-3602-hr9eb8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134472/original/image-20160817-3602-hr9eb8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134472/original/image-20160817-3602-hr9eb8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Achievement, focus and dedication have diverse sources.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/hernanpc/23218164373/in/photolist-BnHamR-6x6CnY-ebNcEu-8kLvG5-doD1h2-s6r267-qaW2ab-8vw2Hj-frjSPF-tfNyzr-71d9vB-8vsCQR-dZ1K3a-qSRMd6-99VR7k-pfbnAB-8vwHnS-saT4m2-5qLiGA-9YpM12-et2ViJ-dd7MEk-jReTdF-cSCK9m-pbHKSD-8woHHf-bZiYqj-9xtoe3-oLPrGG-ef8B82-6rknAX-cegLH-sraQGW-eNQ2vu-47ks3X-hmii6e-4p4sUA-hsGCHD-8vtyRx-sdGQ6j-4UJwMq-jWRiVC-k5JM9b-qaqXgK-n5KB9K-wbbG1g-cfyXGq-m796hX-G7GHzo-bUj2u8">Hernán Piñera//flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span>
</figcaption>
</figure>
<h2>Think outside the box</h2>
<p>You may feel helpless but it’s important to use your time wisely and try and figure out some alternative options. If you’ve fixated on one particular university, does it offer other courses, or is there another university which has a similar feel? </p>
<p>If it’s all about the course, where else offers that programme or can you explore alternative routes like foundation degrees? The process of school, exams and results can feel like a treadmill and clearing can be an opportunity to step off and change direction. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134459/original/image-20160817-3611-1ce58x5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134459/original/image-20160817-3611-1ce58x5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=428&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134459/original/image-20160817-3611-1ce58x5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=428&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134459/original/image-20160817-3611-1ce58x5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=428&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134459/original/image-20160817-3611-1ce58x5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=538&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134459/original/image-20160817-3611-1ce58x5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=538&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134459/original/image-20160817-3611-1ce58x5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=538&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Lateral thinking often holds the key.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/m0php/2321945037/in/photolist-4xbzn8-3fCzD8-afck5b-rozGfx-b8yAsK-GwkSXN-sATrK-hBXwSj-bSsKV6-q6Y2eP-oKwmZF-nFA2Z9-q4H5KA-546YSJ-71o1ZB-7RWaZ3-4LDadR-dxwaRr-dU4BRD-bPEMQc-qkSpGL-dgLNXi-pWrdqA-mVTyN-ggc3Pt-pW8qre-8QJjwj-cAgfZd-9YvBgo-axenEm-6v3fPX-rr7qQ5-pZauL1-axCR8j-cnhaJ7-6eKrFM-bDWKtm-9LWYEY-5AgXGH-nu1BCq-cykc15-d1NSAd-8f9dzb-6fZL7K-nDqCbS-TpVod-9yDDPg-9z12oJ-ax2qse-3jUG5Z">Craig Roday//Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<h2>Do lunch …</h2>
<p>Or dinner, or a film. Don’t stew at home alone all day as your friends post happy pictures on social media. Plan something low key but positive for the day like a meal at a favourite restaurant with your family – that way you can still have a nice time regardless of the results. </p>
<p>This will also give you a chance to take your mind off things and unwind a bit after the stress of the last few days.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/134464/original/image-20160817-3578-ndl3o6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/134464/original/image-20160817-3578-ndl3o6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/134464/original/image-20160817-3578-ndl3o6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/134464/original/image-20160817-3578-ndl3o6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/134464/original/image-20160817-3578-ndl3o6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/134464/original/image-20160817-3578-ndl3o6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/134464/original/image-20160817-3578-ndl3o6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/streetmatt/15774169310/in/photolist-q2UJYo-8saPSr-a8zYco-9pmBT3-iQi928-71n9nG-GTnDjV-a8x6Sp-obkM9p-95LTxK-4NFf3c-uxoiUH-7DzYjT-vmauK-6yAm22-rBARi7-8vHxAq-8EPNNU-mQ1SY8-cXbGhs-aKL9x-9gwbj6-4AT5Np-p18huE-fj84n7-49MD7D-pbLprR-fiPTYv-6HNRj7-5zQeaX-oXoM7E-mizYr-5Wd4Wo-51WSzy-6Jcese-4G1m2v-kW4Xjv-4iaPHz-rrPjMw-jb65e-dUVchc-jhz8BU-8DvGqm-296eqv-5GRLYo-no5Pyn-2n4TYS-fKWK3J-bagPnt-kKWpV1">Matthew G//flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Realise how far you’ve come</h2>
<p>If you’re struggling to get past your disappointment, think back to when you were doing your GCSEs – maybe even read an essay you wrote back then. See how far you have come. I get my students to keep one of their first year essays then re-read it in class in their final year. They cannot believe how much they’ve improved. </p>
<p>Your A-levels are a big leap from GCSEs and your degree is another step further. As hard as it feels now, once you are at university and having an amazing time this day won’t feel nearly as painful. Just make sure you learn from the experience and build that mental toughness.</p><img src="https://counter.theconversation.com/content/64035/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Myfanwy Bugler does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>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.Myfanwy Bugler, Lecturer of Psychology, University of HullLicensed as Creative Commons – attribution, no derivatives.