And there are a few surprises in store, especially in the light of admissions reform conversations that are ongoing.
The analysis looks at the CAGs which were the Centre Assessed Grades that most of the class of 2020 ended up being awarded. Often improperly seen as teacher predicted grades, these also went through moderation at centre level. And there is a section on the “calculated” grades – the PM’s “mutant algorithm” – which were based on the CAGs, the centre level “rank” of students in each subject, centre results in previous years, and the standard A level “grade to a curve” mechanisms. There’s also colums for the final grade – the highest out of the CAGs and the calcuated grades.
We get to look at sex, ethnicity, major language, specific educational needs (SEN) status, free school meals (FSM) status, and socioeconomic status (high, medium, and low) – focusing on the proportion of candidates achieving grade A or above, grade C or above, and actual mean grade..
Before I tell you what it actually says, I’d like you to guess what the findings may be. Check the box you think is most likely to be the correct story.
How did different forms of grading affect the grades awarded to different groups of students: