Publication - Research publication

Attainment Scotland Fund interim report (years 1 and 2): evaluation

Published: 16 Mar 2018
Directorate:
Learning Directorate
Part of:
Children and families, Education, Research
ISBN:
9781788516938

The evaluation aims to provide learning about the overall implementation of the Attainment Scotland Fund over its first two years.

ISBN 978 1 78851 693 8 (web only publication)
ISSN 2045 6964
PPDAS 379206

This document is also available in pdf format (2.6MB)
The Annex: Qualitative Research for the Evaluation of the Attainment Scotland Fund (produced by Research Scotland) is available in pdf format (717KB)
The Annex: Headteacher survey data 2016 and 2017 is available in Excel format (717KB)
The Annex: Headteacher survey – questionnaire 2016 is available in pdf format (405KB)
The Annex: Headteacher survey – questionnaire 2017 is available in pdf format (422KB)

Errata/Addenda

An errata/addenda was published on 20th April 2018 as a result of minor text changes in paragraphs 2.6, 2.7, table 2.2 and table 11.4. In addition, Headteacher survey data for 2016 and 2017 alongside corresponding questionnaires were added as supporting documents.

Contents

Executive Summary

1. Introduction

2. Methodology

3. Governance

4. Funding

5. Engagement with Programme Aims

6. Choosing Interventions

7. Targeting strategies

8. Interventions – Short and medium term outcomes

9. Interventions – long term outcomes

10. Sustainability

11. Progress towards high level outcomes

12. Use of data, analysis and knowledge

13. Collaboration

14. Unintended Consequences

15. Conclusions

Appendix A

List of Tables

Table 1.1: Overview of Attainment Scotland Fund (ASF)
Table 2.1: Evaluation Questions
Table 2.2: Measures used to monitor ASF long-term outcomes
Table 2.3: Challenge Authority Documentation
Table 4.1: Funding allocations to Challenge Authorities
Table 4.2: Funding allocations to challenge schools by authority
Table 4.3: Number of schools part of the Schools Programme by authority
Table 4.4: Funding allocation and spend – Years 1 and 2
Table 11.1: Percentage of pupils achieving expected levels for Reading for their relevant stage (P1, P4, P7) (ACEL, 2016/17) – Challenge Authorities
Table 11.2: NGRT mean score – Total – Year 1 and Year 2
Table 11.3: NGRT mean scores by Challenge Authority – Year 1 and Year 2
Table 11.4: Percentage achieving expected levels for Writing (ACEL, 2016/17)
Table 11.5: Percentage achieving expected levels for Listening and Talking (ACEL, 2016/17)
Table 11.6: Percentage achieving expected levels for Numeracy (ACEL, 2016/17)
Table 11.7: Percentage of S3 pupils achieving Third level or better (ACEL, 2016/17)
Table 11.8: Percentage of Primary Pupils achieving expected levels in Literacy, by Challenge Authority and deprivation (ACEL 2016/17)
Table 11.9: Percentage of Primary Pupils achieving expected levels in Literacy – Challenge and non-Challenge Authorities, by deprivation (ACEL, 2016/17)
Table 11.10: NGRT differences by deprivation
Table 11.11: Attainment Gap - measured by NGRT (P4 and P7) - 2016 and 2017
Table 11.12: Percentage of Primary Pupils achieving expected levels in Numeracy, by Local Authority and deprivation (ACEL, 2016/17)
Table 11.13: Percentage of primary pupils achieving expected levels in Numeracy – Challenge and non-Challenge Authorities, by deprivation (ACEL, 2016/17)
Table 11.14: Percentage of S3 Pupils achieving Third Level or better in Literacy by Local Authority and deprivation (ACEL 2016/17)
Table 11.15: Percentage of S3 Pupils achieving minimum expected levels in Literacy – Challenge and non-Challenge Authorities, by deprivation (ACEL, 2016/17)
Table 11.16: Percentage of S3 Pupils achieving Third Level or better in Numeracy by Local Authority and deprivation (ACEL 2016/17)
Table 11.17: Percentage of S3 Pupils achieving minimum expected levels in Numeracy – Challenge and non-Challenge Authorities, by deprivation (ACEL, 2016/17)
Table 11.18: Percentage of school leavers attaining 1+ SCQF awards, by deprivation (2015/16)
Table 11.19: Percentage of leavers attaining 1+ awards at SCQF Level 5, by Challenge Authority and deprivation (2015/16)
Table 11.20: Percentage of leavers attaining 1+ awards at SCQF Level 5 – Challenge and non-Challenge Authorities, by deprivation (2015/16)
Table 11.21: Percentage of leavers attaining 1+ awards at SCQF Level 6, by Challenge Authority and deprivation (2015/16)
Table 11.22: Percentage of leavers attaining 1+ SCQF Level 6 – Challenge and non-Challenge Authorities, by deprivation (2015/16)
Table 11.23: Annual Participation Measure – Challenge Authorities – Over Time
Table 11.24: Total Difficulties Score – By Deprivation
Table 11.25: Mental Wellbeing mean score – By Deprivation (WEMWBS – SALSUS 2015)
Table 11.26: Attendance Rates – (Summary Statistics 2015, Scottish Government)
Table 11.27: Primary Attendance Rates – By Deprivation (2015, Scottish Government)
Table 11.28: Primary Attendance Rates – Challenge vs non Challenge Authorities - By Deprivation (2015, Scottish Government)
Table 11.29: Secondary Attendance Rates – Local authority - By Deprivation (2015, Scottish Government)
Table 11.30: Secondary Attendance Rates – Challenge vs non Challenge Authorities - By Deprivation (2015, Scottish Government)
Table 11.31: Total Exclusion Rates per 1000 pupils – By Deprivation (Summary Statistics 2015, Scottish Government)
Table 11.32: Primary Exclusion Rates per 1000 pupils – Local authority - By Deprivation (2015, Scottish Government)
Table 11.33: Primary Exclusion Rates per 1000 pupils – Challenge vs non Challenge Authorities - By Deprivation (2015, Scottish Government)
Table 11.34: Secondary Exclusion Rates per 1000 pupils – Local authority - By Deprivation (2015, Scottish Government)
Table 11.35: Secondary Exclusions Rates per 1000 pupils – Challenge vs non Challenge Authorities - By Deprivation (2015)

List of Figures

Figure 1.1: Attainment Scotland Fund Timeline
Figure 1.2: Evaluation of Attainment Scotland Fund Timeline
Figure 2.1: Headteacher Survey (Years 1 & 2)
Figure 3.1: Key findings around National Governance
Figure 3.2: Key findings around Local Governance
Figure 3.3: Key findings around Attainment Advisor support
Figure 5.1: Clarity of the aims of the fund, headteacher survey
Figure 5.2: Agreement with the aims of the fund, headteacher survey
Figure 6.1: Significant factors in selecting interventions
Figure 6.2: Key focus areas of interventions
Figure 6.3: Focus of the interventions – headteacher survey Year 2
Figure 6.4: Proportion of initiatives new or a scale up (headteacher survey)
Figure 8.1: Short and Medium Term Outcomes
Figure 8.2: Literacy and Numeracy - Short term outcomes
Figure 8.3: Literacy and Numeracy - Medium term outcomes
Figure 8.4: Health and Wellbeing - Short term outcomes
Figure 8.5: Health and Wellbeing - Medium term outcomes
Figure 8.6: Data sources used to monitor interventions
Figure 8.7: Success of interventions in the primary programme
Figure 9.1: Key factors helping interventions to succeed, headteachers survey
Figure 9.2: Key barriers to achieving long term outcomes, headteachers survey
Figure 10.1: Interventions that favour and hinder sustainability
Figure 10.2: Sustainability of improvements, headteacher survey
Figure 10.3: Key factors that support and hinder sustainability
Figure 11.1: Key measures of attainment
Figure 11.2: Sub-measures of attainment
Figure 11.3: Percentage of school leavers achieving 1+ award at SCQF Level 5, 2015/16
Figure 11.4: Percentage of school leavers achieving 1+ award at SCQF Level 6, 2015/16
Figure 11.5: Percentage and percentage points gap of primary pupils achieving expected levels, by deprivation (ACEL 2016/17)
Figure 11.6: Percentage and percentage point gap of S3 pupils achieving CfE Third level, by deprivation (ACEL 2016/17) - Scotland
Figure 11.7: Participation rate, by deprivation (Skills Development Scotland)
Figure 11.8: Participation rate, by SIMD Decile
Figure 11.9: Key measures of Health and Wellbeing
Figure 11.10: Sub measures of Health and Wellbeing
Figure 12.1: Data sources used by local authorities and schools
Figure 12.2: Use of available evidence, headteacher survey
Figure 12.3: Data sources used for targeting interventions
Figure 12.4: Confidence in using evidence (headteacher survey, year 2)
Figure 12.5: Improvement of data skills, headteacher survey
Figure 13.1: Benefits of collaboration
Figure 13.2: Factors fostering collaboration
Figure 13.3: Factors hindering collaboration


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