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APPENDIX 4. Additional data tables

Table 8: Scores on scales of the SDQ

Notes: (1) Where a respondent had omitted an item on a scale, or where the response was invalid because more than one response had been marked, the whole scale was omitted from the analysis. In these cases, the total difficulty score was also not calculated. (2) The total difficulties figures are based on four scales and exclude the pro-social scale.

Table 9: Proportions in each category of need by SDQ scale

Notes: (1) Girls rated themselves in a way that suggested greater emotional need than boys, but with mean scores still within the low need range: boys, 2.1; girls, 4.5 (t = 4.5; p< 0.001). (2) The total difficulties figures are based on four scales and exclude the pro-social scale.

Table 10: Harter: Do the difficulties interfere with your everyday life?

Table 11: Mean scores on scales of Harter by gender

Table 12: Attendance and exclusion by gender 2006-07

Table 13: Attendance and exclusions in 2005-06 and 2006-07

* p<0.05 ** p<0.01

Note: Age is as at the baseline year. Totals in 'all' are greater than the sum of the age groups, due to missing age data.

Table 14: Exclusion rates for nine pilot authorities

Note: we excluded from this analysis pilots where there were data for fewer than 20 pupils; below this number statistical comparisons would be unsafe.

Table 15: 5-14 National Assessment Data: Reading, Writing and Mathematics

Notes: (1) By academic year 2006-2007, 336 of the young people were no longer within 5-14 as they were in S3 to S6 at secondary school. (2) There were 300 young people within the 5-14 stage. Data were not available for 52 young people in reading, 54 in writing and 48 in maths.

Table 16: 5-15 National Assessment Levels at ages 5-8

Table 17: 5-14 National Assessment Levels at ages 9-10

Table 18: 5-14 National Assessment Levels at ages 11-12

Table 19: 5-14 National Assessment Levels at ages 13-14 ³⁷

Table 20: 5-14 National Assessment data, Scotland 2003 ³⁸

Table 21: Changes in mean attainment levels in 5-14 National Assessments

Table 22: Factors correlating with attainment in Standard Grade and National Qualifications

* Correlation is significant at the 0.05 level (2-tailed)
** Correlation is significant at the 0.01 level (2-tailed)
ns Not significant

Table 23: Characteristics of 109 young people: Tariff scores

Notes: (1) For 109 of the 148 young people for whom we had Standard Grade / National Qualifications data we had three baseline 5-14 National Assessment levels, and we found that maths and writing (taken together) were a reasonably good baseline for prior attainment. We took account of the fact that these effects may well be inter-related, since the young people participating in the different pilot activities may not be randomly assigned to them by gender, or pilot or 5-14 levels.

(2) We examined this using multiple regression analysis. (The results of three such models are shown in Table 24 below). Gender was found to be significantly associated with attainment. When we added care placement (Model 2), the gender effect diminished. Girls are more likely to be in foster care, while boys are more likely to be looked after at home. The effects of these three variables (attainment, gender and care placement) are therefore impossible to extricate from each other. However, baseline 5-14 maths remained a good predictor of attainment in Standard Grade / National Qualifications, even when everything else was held constant (Model 3).

(3) Model 3 also showed that young people in the Glasgow pilot attained least. This is in part because they are more likely to be boys, to be looked after at home, to have lower attendance and to have lower 5-14 levels of attainment. There is, however, a large and significant Glasgow effect over and above all of these factors.

Table 24: Factors correlating with attainment in Standard Grade and National Qualifications - multiple regression model

Dependent variable: Total tariff all awards (outcomes)

* Correlation is significant at the 0.05 level (2-tailed) ** Correlation is significant at the 0.01 level (2-tailed) ns Not significant

Notes: (1) Concerned that the young people within the Glasgow EVIP project might typically have some National Qualifications which were however unrecorded and that it was unfair to include in the analysis Glasgow students in CLASS who were below S4, we re-ran the analysis (on 77 students rather than the 109 included in the earlier analysis, i.e. we excluded all EVIP students and all CLASS students below the S4 level), but the same effect was noted.

(2) However, there were particular difficulties in recording information about the progress of young people within the Glasgow pilot and so it is impossible to draw particular conclusions from these findings, other than reinforcing the more general points made at the start of this chapter about the difficulties noted in relation to collecting robust data on looked after children and young people.

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