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Neil Harrison, David James and Kathryn Last
Research into the impact of the Certificate of Personal
Effectiveness (CoPE) on GCSE outcomes
Edge Foundation Research Conference
16th November 2012
Background to CoPE (1)
Skills-led qualification offered by ASDAN
Based around modules that promote learning through undertaking ‘challenges’, Plan-Do-Review process and portfolio-building (c.f. Watkins 2010)
Modules include Work-Based Learning and Enterprise and Vocational Preparation - wider key skills run through all modules
Learner-centred, drawing on personal interests, innovative curriculum and mainstream school work
Background to CoPE (2)
Available at Levels 1, 2 and 3 This study focused on Level 2 – usually
taken at KS4 and currently equivalent to B at GCSE
Offered across around 1,000 schools, with around 10,000 young people completing each year
A wide range of young people take CoPE, though pupils with lower measured ability, FSM and special educational needs are over-represented
Use of CoPE in schools
We identified two main uses of CoPE: ‘Thin’ – where used mainly as
supplement for small minority of young people with disrupted education between KS3 and KS4 (e.g. illness, absenteeism, disengagement, behavioural issues)
‘Wide’ – where used as a more mainstream tool either to enhance the curriculum, increase motivation or broaden opportunities for achievement
This distinction is based on data, with the ‘boundary’ set at 25% of cohort
Research method
Three strand approach:1. Analysis of National Pupil Database
(NPD) – statistical analysis of around 500,000 entries for cohort completing KS4 in 2010
2. Matched pairs – quasi-experimental study using pairs of learners either taking or not taking CoPE, but otherwise similar across eight variables
3. Case studies – research visits to four schools (three ‘thin’ and one ‘wide’), with interviews with learners, teachers and school managers
National Pupil Database analysis Multilevel binary logistic regression
Dependent variable is outcome in four variations:1. GCSE English pass at grades A* to G2. GCSE English pass at grades A* to C3. GCSE English pass at grades A* or A4. Achieving five GCSEs passes at A* to C (inc.
Eng/Maths) Identifies the unique impact of each variable
while holding others constant Accounts for clustering of learners within
schools and both individual and school level variables
Variables investigated
KS3 English outcome, gender,
FSM, SEN, ESL, ethnicity, persistent
absentee during KS3, taking CoPE
or not
School attainment (%passing English and Maths at A* to
C)School deprivation (% living in high
IDACI neighbourhoods)‘Wide’ or ‘Thin’ CoPE use – or
none
School
Learner A
Learner B
NPD findings (1)
GCSE English pass at A* to C: In ‘wide’ schools, taking CoPE is
associated with a significantly higher likelihood
In ‘thin’ schools, taking CoPE is associated with a significantly lower likelihood
Other significant predictors: Positive: KS3 English outcome (L6/7), gender
(=female), ethnicity (=BME), ESL (=yes), high school English and Maths pass rate, high school deprivation
Negative: KS3 English outcome (L2/3/4), FSM (=yes), SEN (=yes), KS3 absentee (=yes)
GCSE English A* to C
020406080
100
13.0 11.521.5
71.4 65.8 73.4
98.3 97.6 98.8
Low KS3Average KS3High KS3
Pass r
ate
(%
)
NPD findings (2)
Five GCSE passes at A* to C inc Eng/Maths: In ‘wide’ schools, taking CoPE is
associated with a significantly higher likelihood
In ‘thin’ schools, taking CoPE is associated with a significantly lower likelihood
Other significant predictors: Positive: KS3 English outcome (L6/7),
ethnicity (=BME), ESL (=yes), high school English and Maths pass rate, high school deprivation
Negative: KS3 English outcome (L2/3/4), gender (=female), FSM (=yes), SEN (=yes), KS3 absentee (=yes)
Five GCSEs at A* to C (inc. E&M)
020406080
100
6.7 4.0 10.1
52.8 46.7 51.6
92.2 89.4 91.1
Low KS3Average KS3High KS3
Pass r
ate
(%
)
Interpretation of findings
In ‘thin’ schools: CoPE is directed towards learners expected to
severely underperform relative to KS3 outcomes Learners do still underperform in relation to
achieving A* to C grades, but more likely to take exams and achieve D or E grades (not F, G or U)
CoPE perceived to mitigate underperformance In ‘wide’ schools:
CoPE is associated with better A* to C pass rates, both for English and towards the ‘five good GCSEs’ threshold
Does CoPE work better for some? Positive relationship of CoPE stronger
for: Those with special educational needs Those receiving free school meals Those from minority ethnic
communities, including those with English as a second/subsidiary language
Suggests specific role for challenging educational disadvantage
No coherent relationship between CoPE and gender
Why does CoPE work?
Not possible to examine statistically Rich qualitative data from case study
schools Three possible mechanisms identified:
Transferability of skills from CoPE to GCSEs – especially written communication
Increased motivation – learners actively enjoy CoPE and this engages them with other learning
Use of wider knowledge and activity base increases confidence and self-esteem – connects school to ‘lived lives’
Why does it matter?
CoPE is caught up in the current ‘bonfire of the vocationals’. The loss of official equivalence with GCSEs will mean schools are less likely to offer CoPE. Thus: Loss of a learning process that appears to
help a large number of pupils to gain better GCSEs (regarded by some as a prime indicator of labour supply skills)
Loss of explicit work-related opportunities for many pupils at the same time as the removal of the statutory requirement for WRL
Neil Harrison, David James and Kathryn Last
Research into the impact of the Certificate of Personal
Effectiveness (CoPE) on GCSE outcomes
Edge Foundation Research Conference
16th November 2012