Tackling the issue of 17+ participation, attainment and progression: the role of 16-19 study programmes

Ann Hodgson and Ken Spours

The international context for upper secondary education

• Participation in upper secondary education systems (USE) is increasing in both developed and developing countries

• This is the result of universal primary education, globalisation and the international competition for high skilled employment

• International benchmarks such as PISA and TIMSS are encouraging

countries to reconsider their USE systems

• Countries are reforming in different ways according to history, economic position and culture, but neo-liberal ideas are very powerful

• Wider global trends have been towards integration and unification rather than segregation and tracking in USE2

Tensions within USE as it becomes universal

• Encompasses both compulsory and post-compulsory education - end point for some young people but preparatory stage for others.

• Major source of social and education division and a focus of social contestation where young people’s future life chances are increasingly determined.

• Need to balance:

commonality of experience for social cohesion diversity to address the needs of a much broader population universal need for 21st century competences with increasing

specialisation.

The 17+ issue

• RPA and the importance of sustained and high quality participation post-16

• Avoiding a ‘wasted’ year

• 17+ participation is the major indicator of potential success at Level 3 and progression from Level 2 to Level 3

• But 17+ is also major point of potential disruption in progression

• It is arguably becoming the new point of selection

• A complex mix of national, local and institutional factors combine at this stage

17+ in London: key participation & retention statistics (schools)

• 17+ retention on schools’ A Level programmes (82%) greater than on schools’ Level 3 vocational programmes (59%). Just under a quarter of Year 12 Level 3 starters had left the sixth form before 18.

• Drop out from Level 3 programmes in schools and colleges was primarily at the end of Year 12, particularly for vocational courses.

• GCSE attainment affects 17+ participation (remaining until Year 13)

• 5 A*-C grades (GCSE only) 72%• 5 A*-C grades (GCSE only) including English and Maths 87%• 8+ A*-C grades or equivalent including English and Maths 87%• 8+ A*-C (GCSE only) grades including English and Maths 91%

17+ in London: key Level 3 attainment statistics (schools)

• Broader achievement at Key Stage 4 produces better outcomes post-16.

- 65% of London Level 3 learners have at least 5 GCSE A*-C grades including maths and English and they score on average 753 points (just above the national average).

- Those with 8+ GCSE A*-C grades including maths and English score on average 795 points – 40 points above the national average.

- However, about 30 per cent of Level 3 learners in London schools do not have A*-C grades in English and Maths. Overall, they score on average 540 points compared to the national average of 740 points (This brings the overall London figure down)

Level 2 to Level 3 progression in schools

Possible causes

• Drop-out during the Level 2 course (about 30 per cent)

• Non-achievement of Merit or Distinction grades to be able progress to Level 3 (50%)

• The pull of the casualised labour market and caring responsibilities at home.

 

The 17+ issue – a model of risk factors

The potential role of 16-19 programmes of study

• Inclusion of Level 2 English and Maths for progression

• A possible mix of general and vocational study

• A possible mix of Level 2 and Level 3 qualifications for learners with lower GCSE profiles

• Inclusion of work experience for motivation, vocational learning and progression

• Inclusion of an Extended Project Qualification for both motivation and skill building

• Tutorial support, careful monitoring of progress and CEIAG

Areas for consideration

• Building in progression skills in Key Stage 4

• More liaison between Key Stage 4 and Key Stage 5 tutors/teachers

• Admissions policies for sustained 17+ participation, particularly for Level 3 learners

• Building expertise for high quality, effective and differentiated A Level teaching through ‘communities of practice’

• The role of CEIAG both pre- and post-16

• The possibilities of a ‘three-year sixth’

• A focus on sustained 17+ participation and progression - avoiding low grades, drop-down and drop-out