EES for Schools 1st Floor, Seax House, Victoria Road South, Chelmsford, CM1 1QH E: [email protected] | T: 0345 200 8600 | W: EESforschools.org EES for Schools is owned by Essex County Council ~ Statistical Analysis of Pupil Performance Data 6 Target Tracker Assessment Data - Spring (2) 2017 Background This analysis document is based on anonymised data from schools using Target Tracker, from EES for Schools. Only pupils who have been assessed against the ‘steps’ assessment scale have been included in this analysis. This is intended to assist schools in comparing themselves to others in a meaningful way. Target Tracker is used in 25% of English Primary schools and the nationwide pupil database contains well over one million pupils and thus is statistically relevant. The number of pupils for which both start and end point data is present, and hence are included in the data set, varies only slightly between reading, writing and maths. This is the second of three analysis documents for this academic year (2016 – 2017) Previous documents giving a summary of last year’s data can be accessed at Target Tracker National Data
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EES for Schools
1st Floor, Seax House, Victoria Road South, Chelmsford, CM1 1QH
E: [email protected] | T: 0345 200 8600 | W: EESforschools.org EES for Schools is owned by Essex County Council
~
Statistical Analysis of Pupil Performance Data 6
Target Tracker Assessment Data - Spring (2) 2017
Background
This analysis document is based on anonymised data from schools using Target Tracker, from EES for Schools. Only pupils who have been assessed against the ‘steps’ assessment scale have been included in this analysis.
This is intended to assist schools in comparing themselves to others in a meaningful way. Target Tracker is used
in 25% of English Primary schools and the nationwide pupil database contains well over one million pupils and
thus is statistically relevant.
The number of pupils for which both start and end point data is present, and hence are included in the data set,
varies only slightly between reading, writing and maths.
This is the second of three analysis documents for this academic year (2016 – 2017)
Previous documents giving a summary of last year’s data can be accessed at