|
|
|
It is always wise to go carefully when interpreting statistical data.
Often there are strong reasons to avoid drawing conclusions; instead, it would be better to let the statistics raise questions. Examination results are one indicator of performance, a very important one, of course, but not one which gives the full picture of a school. In making judgements, these results should be considered alongside indicators of pupils' progress, of the quality of the learning experience and of the ethos of the school.
Some fluctuation in the figures is likely from year to year.
Sometimes differences in the patterns of results may be due to fluctuations in pupils' abilities in different year groups rather than to any underlying trend in school performance, particularly where relatively small numbers are concerned.
Some schools present for other examinations.
Examinations that are not listed in the tables include A Level, GCSE, Short Courses and National Certificate group awards. Also, some schools may present for SQA examinations at stages other than those shown. More information on other examinations sat or qualifications obtained is available from individual schools.
The percentages given for S4 Standard Grades refer to the S4 roll for the stated session at the time of the annual school census in September.
Some schools can show figures over 100%. Where this happens, it is caused by extra S4 pupils joining the school during fourth year so that there are more pupils sitting Standard Grade examinations in May and June than the number on the September roll.
The percentages given for S5 Higher Grades refer back to the roll when the pupils were in S4.
This gives us information on the eventual successes of a complete pupil year group.
The staying-on rate to S5 is the % of the September S4 roll who are estimated to remain at school after Christmas in S5.
A low staying-on rate might be part of the explanation of a low % of awards at Higher Grade.
The percentages given for S6 Higher Grades and CSYS refer to the S4 roll two years earlier.
As for S5 Higher Grades, this provides information on the eventual successes of a complete pupil year group.
The same results are sometimes shown in several categories.
For example, a pupil who gains 5+ Standard Grades at 1-2 will also be counted under 5+ at 1-4 and at 1-6. Similarly, a pupil who gains 5+ Higher Grades at A-C will also be counted under 3+ and 1+ at A-C. An S5/S6 pupil who gains 3+ National Certificate modules will also be counted under 1+ modules.
The figures for 1999 are not final and could rise, but in most cases only slightly.
All 1997 and 1998 SQA data take account of successful appeals in these years but SQA data for 1999 relate to performance before results of appeals are known. In the next publication, 1999 data will be amended to reflect the post-appeal figures.
Similarly, 1997 and 1998 National Certificate data are final but 1999 National Certificate data are provisional.
Asterisks (**) have been inserted instead of figures for some schools and categories.
In some cases, figures are not printed because they could be misleading. For example :
The symbol (##) has been inserted instead of figures for some schools and categories.
This indicates that the school has recently opened or merged with another school.
Schools which are designated to receive pupils from S1-S4 schools to continue their education in S5 and S6 are marked with in the tables.
This might result in higher figures, in some cases over 100%, for stay-on rates and for results in S5/S6.
|
|