Research by the Sutton Trust shows that the GCSE reforms of 2015 have had very little effect on attainment rates, and that the introduction of harder exams and the new grading system has led to a slightly bigger attainment gap between disadvantaged and non-disadvantaged learners.
2% of disadvantaged learners gained the pre-reform A* grade, while only 1% achieved the new top grade of 9. Among non-disadvantaged pupils, 8% achieved A*, while only 5% achieved grade 9. The changes aimed to make the exams more rigorous and to differentiate more finely between grades, by switching from modules to final exams and increasing the number of grades from 7 to 9.
Check out the Skills for Life Network E-News Update May 2023 for a round up of what’s new and what’s happening in maths, English, ESOL and digital skills in the FE and Training sector.
Do you put your heart and soul into developing eLearning content, but it still feels dull and lifeless? If so, come along to this free webinar where you can learn how to infuse your courses with energy!Â
This fully funded programme, managed by the National Centre for Excellence in the Teaching of Mathematics, aims to support teachers working with post-16 GCSE maths resit and/or Level 2 functional skills maths learners.
GCSE reforms have very little effect
Research by the Sutton Trust shows that the GCSE reforms of 2015 have had very little effect on attainment rates, and that the introduction of harder exams and the new grading system has led to a slightly bigger attainment gap between disadvantaged and non-disadvantaged learners.
2% of disadvantaged learners gained the pre-reform A* grade, while only 1% achieved the new top grade of 9. Among non-disadvantaged pupils, 8% achieved A*, while only 5% achieved grade 9. The changes aimed to make the exams more rigorous and to differentiate more finely between grades, by switching from modules to final exams and increasing the number of grades from 7 to 9.
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