An examination of the analogy of attainment, achievement and success for low performers at Key Stage 2: the disconnected minority

Bartlett, Simon (2018). An examination of the analogy of attainment, achievement and success for low performers at Key Stage 2: the disconnected minority. University of Birmingham. M.Sc.

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Abstract

This is a study of how the terms attainment, achievement and success are used to express transitions in the secondary education system, from key stage 2, the point of entry, through to key stage 4, the point at which pupils are required to sit GCSE examinations. The research is contextualised by studying a particular cohort of pupils who enter the secondary education system with low scores as assessed by Standard Assessment Test protocols.

Using a mixed-methods approach the reliance on GCSE floor targets and how these affect the ability of this cohort to recognisably ‘attain’, ‘achieve’ or ‘succeed’ during their KS2 – KS4 transition is explored.

The research findings are discussed in relation to the rationale behind temporal education policy and future planned changes and how implementation impacts on both the teaching profession and pupils. The thesis concludes that inherent disadvantage exists within the education system which is acceptable to the power-elite for a number of reasons. The research also concludes by identifying that a separate articulation of successful transitions is needed for a number of pupils within the cohort of study and although this is unlikely to happen, makes recommendations on how this might be accomplished.

Type of Work:

Thesis (Masters by Research > M.Sc.)

Award Type:

Masters by Research > M.Sc.

Supervisor(s):