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6 Nov 2003 : Column 755Wcontinued
Ms Buck: To ask the Secretary of State for Education and Skills what proportion of pupils are eligible for free school dinners in each constituency, listed in descending order. [136282]
Mr. Stephen Twigg: The information requested has been placed in the House of Commons Library.
Mr. Damian Green: To ask the Secretary of State for Education and Skills (1) how many students were admitted to higher education from each social group in each academic year since 1997; [133701]
Alan Johnson: I refer the hon. Member to the answer I gave him on 3 June 2003, Official Report, column 214W, which gave the latest available figures for applicants and
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accepted applicants through the Universities and Colleges Admissions Service (UCAS) to full-time and sandwich undergraduate courses in the UK.
Figures for 2003 entry should be available in early 2004.
Dan Norris: To ask the Secretary of State for Education and Skills how many 14 year-olds in Bath and North East Somerset were eligible to sit Key Stage 3 tests in 200203. [136316]
Mr. Miliband: The total number of Key Stage 3 eligible pupils in 2002 and 2003 in Bath and North East Somerset were:
20022,189
Mr. Miliband: The percentage of pupils achieving Level 5 or above at Key Stage 3 in Bath and North East Somerset in (a) 1997 and (b) 2003 in (i) English and (ii) mathematics are as follows:
English | Mathematics | |
---|---|---|
1997 | ||
Bath and North East Somerset | 64 | 67 |
England | 57 | 60 |
2003 (provisional) | ||
Bath and North East Somerset | 74 | 76 |
England | 68 | 70 |
Dan Norris: To ask the Secretary of State for Education and Skills how many pupils each year, between 199697 and 200203, gained (a) Key Stage 5 A-Cs, (b) Key Stage 2 level 4 and (c) Key Stage 3 level 5. [136339]
Mr. Miliband: The figures requested for all schools in England are:
Number achieving5 or more A*-C | Percentage achieving5 or more A*-C | |
---|---|---|
199697 | 264,892 | 45.1 |
199798 | 266,431 | 46.3 |
199899 | 278,560 | 47.9 |
19992000 | 285,727 | 49.2 |
200001 | 301,542 | 50.0 |
200102 | 312,739 | 51.6 |
200203(2) | 327,301 | 52.6 |
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English | Maths | Science | ||||
---|---|---|---|---|---|---|
Number achieving Level 5 or above | Percentage achieving Level 4 or above | Number achieving Level 5 or above | Percentage achieving Level 4 or above | Number achieving Level 5 or above | Percentage achieving Level 4 or above | |
1996/97 | 373,392 | 63 | 365,998 | 62 | 404,629 | 69 |
1997/98 | 394,170 | 65 | 356,749 | 59 | 420,577 | 69 |
1998/99 | 443,445 | 71 | 434,044 | 69 | 493,235 | 78 |
1999/2000 | 466,408 | 75 | 446,480 | 72 | 527,428 | 85 |
2000/01 | 474,881 | 75 | 446,998 | 71 | 552,699 | 87 |
2001/02 | 478,533 | 75 | 468,994 | 73 | 553,462 | 86 |
2002/03(2) | 477,625 | 75 | 461,804 | 73 | 551,031 | 87 |
English | Maths | Science | ||||
---|---|---|---|---|---|---|
Number achieving Level 5 or above | Percentage achieving Level 5 or above | Number achieving Level 5 or above | Percentage achieving Level 5 or above | Number achieving Level 5 or above | Percentage achieving Level 5 or above | |
1996/97 | 315,582 | 57 | 332,482 | 60 | 331,834 | 60 |
1997/98 | 357,973 | 65 | 331,582 | 59 | 310,502 | 56 |
1998/99 | 365,702 | 64 | 358,423 | 62 | 315,192 | 55 |
1999/2000 | 369,786 | 64 | 376,274 | 65 | 343,787 | 59 |
2000/01 | 382,566 | 65 | 394,581 | 66 | 389,996 | 66 |
2001/02 | 407,269 | 67 | 412,016 | 67 | 407,374 | 67 |
2002/03(2) | 412,847 | 68 | 428,557 | 70 | 414,027 | 68 |
(2) Provisional figures
Full-time first degree entrants | ||
---|---|---|
Students startingcourses in academicyear: | Percentage not continuing to 2year | Percentage who failed to complete the course |
1996/97 | 10 | 18 |
1997/98 | 9 | 17 |
1998/99 | 10 | 17 |
1999/2000 | 10 | 17 |
Figures published in 2003 by the Organisation for Economic Co-operation and Development (OECD) show that the UK has one of the lowest non-completion rates among OECD countries.
Mr. Gibb: To ask the Secretary of State for Education and Skills if he will make a statement on the "Education at a Glance" 2003: OECD Indicators finding that in the United Kingdom 82 per cent. of the variation in student performance lies within schools. [131954]
Alan Johnson: The OECD's "Education at a Glance" for 2003 reports the variation in reading literacy between schools in the UK to be 22.4 per cent. of the average variation in student performance across all OECD countries, and the corresponding variation in reading literacy within UK schools to be 82.3 per cent. Taken together, these variances imply that 78.6 per cent. of the total UK variance lay within schools, and 21.4 per cent. between.
A majority of the countries that participated in PISA 2000 showed a greater variation in performance within schools than between schools. Compared with the UK, within-school variation was higher in Australia, New Zealand, Denmark, Norway, Sweden, Iceland and the USA. The UK had a similar level of within-school variation to Finland, Ireland and Canada. Countries that have more selection by ability tend to show more variation between schools and less variation within them, compared to countries with less selection.
An important contributor to the variation in reading literacy performance in schools is socio-economic background. We aim through our proposals for 14 to
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19-year-olds 1 to transform the learning experience for young people, so that by the age of 16 they are committed to continued learning, whether in school, college or the workplace, whatever their home background.
Policies aimed at levelling up pupil attainment include:
the school work force reform programme, the central purpose of which is to give teachers more time to focus on activities that really make a differenceincluding the planning, preparation and assessment that enable teaching and learning to be tailored to individual pupil needs;work to strengthen school leadership such as the National Professional Qualification for Headship, now run by the National College for School Leadership (NCSL) which also runs programmes to improve the performance of middle managers such as year heads;tracking pupil achievement more closely; andsupporting parents and encouraging them to participate in their children's learning, in line with research evidence showing (i) that parental interest in their child's education between the ages of 11 and 16 has a more powerful effect on children's attainment than social class, size of family and level of parental education; and (ii) that good at-home parenting has a significant impact on children's education throughout the years of schooling.
The creation of the Children and Families Directorate and the recent publication of the Green Paper "Every Child Matters" reaffirm the Department's commitment to making life better for children and their families.
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