Average Progress 8 score from Key Stage 2 to Key Stage 4

Progress 8 is a measure of attainment progress made by pupils between Key Stage 2 (age 10-11) and selected subjects at GCSE (age 15-16). Progress in English and Maths is double weighted. It is calculated for every pupil, then a York average is calculated.

2007/08 Progress Report results for all schools (data as of 1/13/09) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need. 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores, % SpEd, and % Overage. Lower values indicate student populations with higher need. 3) Schools for Transfer Students - peer index is a value from 1.00-4.50. We use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores and the % Overage/Under credited. Lower values indicate student populations with higher need. Unlike Elementary, Middle, and High School Progress Reports, the Environment Category is only composed of Survey Results.

2006/07 Progress Report results for all schools (data as of 1/14/09)

Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High)

1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need

2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores. Lower values indicate student populations with higher need

3) D84 / Charter Schools - the overall score does not include the results of the learning environment survey.

4) Schools for Transfer Students - consists of schools with large populations of high school students transferring from NYC High Schools or from out of state/country. No peer index value is assigned because this set of schools is its own peer group. The reports contain 3 categories with one additional credit section. Unlike the HS Progress Report, the Environment Category is only composed of Survey Results. Performance measures 6-year graduation rate and Progress captures student level improvements in attendance, credit accumulation and Regents passed. The additional credit section rewards schools demonstrating exceptional achievement (11 credits or more earned per year) among overage/under-credit populations.

2008/09 Progress Report results for all schools (data as of 3/23/2010) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need. 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores, % SpEd, and % Overage. Lower values indicate student populations with higher need.

This dataset shows all school level performance data used to create CPS School Report Cards for the 2011-2012 school year. Metrics are described as follows (also available for download at http://bit.ly/uhbzah): NDA indicates "No Data Available." SAFETY ICON: Student Perception/Safety category from 5 Essentials survey // SAFETY SCORE: Student Perception/Safety score from 5 Essentials survey // FAMILY INVOLVEMENT ICON: Involved Families category from 5 Essentials survey // FAMILY INVOLVEMENT SCORE: Involved Families score from 5 Essentials survey // ENVIRONMENT ICON: Supportive Environment category from 5 Essentials survey // ENVIRONMENT SCORE: Supportive Environment score from 5 Essentials survey // INSTRUCTION ICON: Ambitious Instruction category from 5 Essentials survey // INSTRUCTION SCORE: Ambitious Instruction score from 5 Essentials survey // LEADERS ICON: Effective Leaders category from 5 Essentials survey // LEADERS SCORE: Effective Leaders score from 5 Essentials survey // TEACHERS ICON: Collaborative Teachers category from 5 Essentials survey // TEACHERS SCORE: Collaborative Teachers score from 5 Essentials survey // PARENT ENGAGEMENT ICON: Parent Perception/Engagement category from parent survey // PARENT ENGAGEMENT SCORE: Parent Perception/Engagement score from parent survey // AVERAGE STUDENT ATTENDANCE: Average daily student attendance // RATE OF MISCONDUCTS (PER 100 STUDENTS): # of misconducts per 100 students//AVERAGE TEACHER ATTENDANCE: Average daily teacher attendance // INDIVIDUALIZED EDUCATION PROGRAM COMPLIANCE RATE: % of IEPs and 504 plans completed by due date // PK-2 LITERACY: % of students at benchmark on DIBELS or IDEL // PK-2 MATH: % of students at benchmark on mClass // GR3-5 GRADE LEVEL MATH: % of students at grade level, math, grades 3-5 // GR3-5 GRADE LEVEL READ: % of students at grade level, reading, grades 3-5 // GR3-5 KEEP PACE READ: % of students meeting growth targets, reading, grades 3-5 // GR3-5 KEEP PACE MATH: % of students meeting growth targets, math, grades 3-5 // GR6-8 GRADE LEVEL MATH: % of students at grade level, math, grades 6-8 // GR6-8 GRADE LEVEL READ: % of students at grade level, reading, grades 6-8 // GR6-8 KEEP PACE MATH: % of students meeting growth targets, math, grades 6-8 // GR6-8 KEEP PACE READ: % of students meeting growth targets, reading, grades 6-8 // GR-8 EXPLORE MATH: % of students at college readiness benchmark, math // GR-8 EXPLORE READ: % of students at college readiness benchmark, reading // ISAT EXCEEDING MATH: % of students exceeding on ISAT, math // ISAT EXCEEDING READ: % of students exceeding on ISAT, reading // ISAT VALUE ADD MATH: ISAT value-add value, math // ISAT VALUE ADD READ: ISAT value-add value, reading // ISAT VALUE ADD COLOR MATH: ISAT value-add color, math // ISAT VALUE ADD COLOR READ: ISAT value-add color, reading // STUDENTS TAKING ALGEBRA: % of students taking algebra // STUDENTS PASSING ALGEBRA: % of students passing algebra // 9TH GRADE EXPLORE (2009): Average EXPLORE score, 9th graders who tested in fall 2009 // 9TH GRADE EXPLORE (2010): Average EXPLORE score, 9th graders who tested in fall 2010 // 10TH GRADE PLAN (2009): Average PLAN score, 10th graders who tested in fall 2009 // 10TH GRADE PLAN (2010): Average PLAN score, 10th graders who tested in fall 2010 // NET CHANGE EXPLORE AND PLAN: Difference between Grade 9 Explore (2009) and Grade 10 Plan (2010) // 11TH GRADE AVERAGE ACT (2011): Average ACT score, 11th graders who tested in fall 2011 // NET CHANGE PLAN AND ACT: Difference between Grade 10 Plan (2009) and Grade 11 ACT (2011) // COLLEGE ELIGIBILITY: % of graduates eligible for a selective four-year college // GRADUATION RATE: % of students who have graduated within five years // COLLEGE/ ENROLLMENT RATE: % of students enrolled in college // COLLEGE ENROLLMENT (NUMBER OF STUDENTS): Total school enrollment // FRESHMAN ON TRACK RATE: Freshmen On-Track rate // RCDTS: Region County District Type Schools Code

GCSE and Equivalent Results for Young People by Gender (Referenced by Location of Pupil Residence) since 2001/02.

The figures presented here provide information about the GCSE and Equivalent results for pupils at the end of Key Stage 4 in maintained schools in England and who are resident in England.

If any of the pupils included in this dataset had taken GCSE and Equivalent exams in previous years, their results are also included in this dataset.

Please note, pupils recently arrived from overseas who have English as an additional language and who entered school for the first time after the start of the academic year are excluded from local and regional averages.

Information can only be reproduced if the source is fully acknowledged.

Data can be downloaded from Neighbourhood Statistics.

Available to Lower Layer Super Output Area (LSOA).

View on DFE Website

This statistic shows the GCSE results/pass rates in England (UK) from the academic years 2004/2005 to 2015/2016. The results are split by level of attainment and if English and mathematics were included. The peak for results during this period was 2011/12 when the pass rates for each category were for the most part equal to, or higher, than any other year.

In 2024, five percent of GCSE entries in England were awarded the highest grade of 9, with a further 7.1 percent of entries being awarded an 8, the second-highest grade. A 5 grade was the most common individual grade level achieved by GCSE students, at 16.6 percent of all entries.

Sub measure for the main measure Key Stage 4 Progress 8 score

In Summer 2024, GCSE students in the United Kingdom had a pass rate (achieving a grade of C/4 or higher) of 67.6 percent, the lowest since 2019 but still a noticeable increase when compared with years before 2020. The COVID-19 pandemic, and closure of schools in the UK led to exams throughout the country being cancelled, with grades in 2020 and 2021 based on assessment by teachers and schools. During this provided time period, the highest pass rate was reported in 2021, when 77.1 percent of GCSE entries achieved a pass grade, while it was lowest in 1988, when just 41.9 percent of entries were awarded a pass grade. Gender attainment gap Among female students, the proportion of GCSE entries that received a pass rate in 2024 was 71 percent, compared with 64.2 percent of male students. This attainment gap between male and female students has been a consistent feature of GCSE exam results in recent years, with female A-Level students also outperforming their male counterparts. Among undergraduates, this gap is less pronounced, with UK degree results for 2021/22 showing female undergraduates attaining only slightly higher grades than males. Growing negativity about UK education system According to a survey conducted in June 2024, approximately 42 percent of British adults thought that education across the country was in a bad shape, compared with 32 percent who thought it was doing well. This is down from 2021 when just under half of adults believed that the national education system was good, and just 27 percent who thought it was bad. Although education currently lies behind several other issues for Britons in terms of importance, such as the economy, the growing discontent about education will likely be one of the many issues the new Labour government will have to face in the coming months. As of July 2024, the Labour Party was also seen as the best party at handling education issues, ahead of the Conservative and Liberal Democrats.