This provides summary data on the number of students completing T Levels, as reported to the Department for Education through the manage T Level results service.

Data includes:

• provisional outcomes for the second cohort of T Level students, who started in September 2021
• revised outcomes for the first cohort of students who started in September 2020

T Levels are an alternative to A levels, apprenticeships and other 16 to 19 courses. Equivalent in size to 3 A levels, a T Level focuses on vocational skills and can help students into skilled employment, apprenticeships, college or university.

Find out more about how T Levels developed.

In 2023/24, **** percent of T-Levels awarded in England received a Merit grade, the third-highest possible grade behind a Distinction, and a Distinction*. T Levels are technical courses that can be taken after compulsory education by ** to 19-year-olds with a more practical and vocational focus than A Levels, their academic equivalent.

In 2024, 9.3 percent of students in the United Kingdom achieved the highest possible grade (an A*) in their A-Levels, with more than a quarter of entries achieving an B, the most common individual grade level in this year. Grades in 2020 and 2021 were generally a lot higher than in previous years due to the different grading circumstances brought on by the COVID-19 pandemic.

GCE/VCE/Applied A/AS and Equivalent Examination Results (Level 3) for Young People by Gender in England (Referenced by Location of Student Residence).

The figures presented here provide information on the overall achievements of young people in GCE/VCE/Applied A Levels and VCE/Applied Double Awards and Level 3 qualifications equivalent in size to at least one GCE/VCE/Applied A Level in 2007/2008 and who are resident in England.

Unlike Key Stage 4, there is no exclusion of pupils recently arrived from overseas from the local and regional averages.

The Qualifications and Curriculum Authority (QCA) points allocated to Level 3 qualifications can be viewed at the National Database of Accredited Qualifications http://www.accreditedqualifications.org.uk/index.aspx

Available to Lower Layer Super Output Area (LSOA).

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

See more on the ONS NESS website.

New York City school level College Board SAT results for the graduating seniors of 2010. Records contain 2010 College-bound seniors mean SAT scores. Records with 5 or fewer students are suppressed (marked ‘s’). College-bound seniors are those students that complete the SAT Questionnaire when they register for the SAT and identify that they will graduate from high school in a specific year. For example, the 2010 college-bound seniors are those students that self-reported they would graduate in 2010. Students are not required to complete the SAT Questionnaire in order to register for the SAT. Students who do not indicate which year they will graduate from high school will not be included in any college-bound senior report. Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school. Data collected and processed by the College Board.

Assessors For Regression: Loss Analysis - Instance Level Results

AFRLA - Instance Level Results is a collection of predictions at the instance/example level for eleven different regression tasks tested on 255 tree-based models (also called "base systems"). The aim of this dataset is to provide example-level results to train assessor models to predict performance of the tree-based models.

  The dataset

The dataset presents eleven sections (one per regression task), with… See the full description on the dataset page: https://huggingface.co/datasets/DaniFrame/AFRLA-instance-level-results.

This is the percentage of people studying in a local authority at the age of 16 (academic age 15) who attain a Level 2 qualification by the age of 19. Attainment of Level 2 equates to achievement of 5 or more GCSEs at grades A*-C or equivalent qualifications. The numerator is based on those young people studying at a school in the LA at academic age 15 (ie in year 11) who reach Level 2 at the age of 19, regardless of where they eventually gain the Level 2. The denominator is based on the Annual School Census figure for number attending all schools in the given LA at academic age 14 (including PRUs and independent schools). These denominators include the dual registered pupils in their main institution.Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

Context

NYC DOE School ELA Results 2013-2017 (Public) consolidated by below categories -

All Students

Ethnicity/Race

Economic Need

Gender

English Language Learners

Student with Disabilities

Content

Starting in 2013, the NY State Education Department (NYSED) changed the exams to be Common Core aligned. Results on earlier exams from 2006-2012 can be found at this link: http://schools.nyc.gov/NR/exeres/05289E74-2D81-4CC0-81F6-E1143E28F4C4,frameless.htm

In order to comply with FERPA regulations on public reporting of education outcomes, rows with 5 or fewer students are suppressed. Additional rows are suppressed if it is possible. Pursuant to the legislation and in accordance with the Family Educational Rights and Privacy Act (FERPA), rows with 5 or fewer students have been replaced with an "s". In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted.

District 75 students are included in city-level results. For 2013, District 75 students are attributed to their geographic borough. For 2014 and later, they are not included in borough-level results. For all years, District 75 students are assigned to their geographic district for district-level results. District 75 schools are not included in school-level results.

Charter schools are not included. School level charter data can be found here: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults

Asian results include Pacific Islanders. Small ethnic categories of Multi-racial and Native American are not shown due to small cell counts.

Current ELLs are those identified as an ELL during the reported year. Ever ELLs are those identified as ELL any year prior to the reported year but not including the reported year. Never ELLs are those never reported to have received ELL services.

In 2007, the New York State Education Department updated its testing policy for English Language Learners: ELLs in an English Language School System for more than one year are required to take the ELA exam. Previously, ELLs in an English Language School System for less than 3 years were exempt from taking the ELA exam.

A change in State testing policy drove a decrease in eighth grade proficiency rates in 2014: to reduce double testing, most students in accelerated math courses who took the Integrated Algebra Regents exam were exempted from taking the 7th or 8th grade State math assessment.

Acknowledgements

NYC Open Data

In 2024, **** percent of Higher level exam entries in Scotland were awarded an A grade, compared with **** percent being awarded a B grade, and **** percent a C grade. Although 2021 had the highest share of A grades being awarded, the conditions in which the 2020 and 2021 exams were assessed were significantly different from previous years due to the COVID-19 pandemic.

The government has continuously backed the advancement of technical and vocational education through additional funding, the formation of new qualifications called T-Levels and the apprenticeship levy. Despite continuous government funding being pumped into the industry, revenue has still been squeezed in recent years due to unstable demand for apprenticeship starts, according to data from the DfE. Over the five years through 2024-25, industry revenue is estimated to fall at a compound annual rate of 0.8% to reach £936 million. The launch of the Apprenticeship Levy in April 2017 was expected to fund three million apprenticeships by 2020, but apprenticeship starts have been declining since 2017-18. Low unemployment because of the vast availability of jobs reduced the need for people to re- or up-skill to find work. The COVID-19 outbreak resulted in plunging apprenticeship starts in 2020-21 because of businesses’ tightened corporate training budgets and falling disposable income reduced the number that could afford pricier courses. Many apprentices were unable to complete programmes, which prevented companies from receiving government funding. As a result, revenue contracted over 2020-21, but has recovered in the three years through 2024-25. The rollout of T-Levels since 2020 has been driven by the UK’s desire to improve individuals’ technical skills and to reduce the number of individuals going to university and not securing jobs that require a degree. They have faced some criticism due to several subject pathways being pushed back or removed like beauty and hairdressing, high drop-out rates and poor quality standards of placements. Still, the government backed a 10% increase to the funding rates for T Levels for 2024-25. However, the new Labour government in July 2024 launched a review into the retraction of funding from other qualifications like BTecs that had been due to take place, deciding that 157 courses will continue until at least July 2026 or 2027. Revenue is forecast to grow by 2% in 2024-25 as demand for digital skills in the workplace and therefore technology-related apprenticeships rises. The prioritisation of vocational education has led to enhanced support for vocational and technical apprenticeships. The bumpy roll out of T Level courses will create some uncertainty for the sector, while the impact of reforming the apprenticeship levy won't be clear for a while. Moreover, the number of people aged between 16 and 25 is forecast to rise, which will support industry demand, as this age group represents the industry’s main demographic. Industry revenue is forecast to grow at a compound annual rate of 1.8% over the five years through 2029-30 to reach £1 billion.

This statistical first release from the Department for Education contains national and local authority level results for EYFSP assessments in England for 2013 to 2014. The release includes the number and percentage of children achieving:

at least the expected level in all early learning goals within an area of learning each assessment rating within the 17 early learning goals a good level of development

The technical note explains the statistics. Information for London Borough of Barnet can be obtained by carrying out a search query on individual datasets

Pupils from the Chinese ethnic group were most likely to meet both the expected and higher standards in reading, writing and maths in 2018/19.

Proportion of working age (19 years to retirement age) population qualified to at least level 2 or higher. Qualified to level 2 and above; People are counted as being qualified to level 2 and above if they have achieved at least either 5 GCSEs grades A*-C (or equivalent, i.e., O levels, CSE Grade 1s), two A/S levels, or any equivalent or higher qualification in the Qualifications and Credit Framework. Age group; 19 to 59 inclusive for women and 19-64 inclusive for men

If this Data Set is useful, and upvote is appreciated. This data approach student achievement in secondary education of two Portuguese schools. The data attributes include student grades, demographic, social and school related features) and it was collected by using school reports and questionnaires. Two datasets are provided regarding the performance in two distinct subjects: Mathematics (mat) and Portuguese language (por). In [Cortez and Silva, 2008], the two datasets were modeled under binary/five-level classification and regression tasks. Important note: the target attribute G3 has a strong correlation with attributes G2 and G1. This occurs because G3 is the final year grade (issued at the 3rd period), while G1 and G2 correspond to the 1st and 2nd-period grades. It is more difficult to predict G3 without G2 and G1, but such prediction is much more useful (see paper source for more details).

36.1% of white undergraduate students got a first class degree in the 2021 to 2022 academic year, compared with 17.3% of black students.

This report provides data regarding students enrolled in New York City schools during the 2015-2016 school year, according to the guidelines set by Local Law 2011/042. At the citywide, borough and district levels, the DOE is required to report discharge, transfer and graduation counts by grade level (middle school only), cohort (high school only) and disability status. At the school level, the DOE is required to report discharge and transfer counts by grade level (middle school only), cohort (high school only), disability status broken down by, age as of 12/31 of the previous calendar year age, race/ethnicity, and gender. Citywide, Borough, and District results represent the last discharge or transfer for each student. School level results represent all events for all students. District 79 programs are included in the Citywide, Borough and District results, but not shown in the school-level spreadsheets.