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How local authorities (LAs) spent their funding on education, children's services and social care.
Achievements of sixth-form students in secondary schools and colleges.
The achievements of pupils at key stage 4, and how they compare with other schools in their local authority area and in England.
This study looked at how three different analysis methods could help us to understand 'rater' effects on exam reliability.
Looking at which measures of internal reliability give the best estimate.
Research into the reliability of three electro-technical qualifications from City and Guilds.
Investigating estimates of inter-rater reliability where inconsistency in marking between markers might be a major source of unreliability.
A review of the history and current status of vocational qualifications and the concepts behind their assessment.
Research into how new types of school are being established and lead.
This report summarises the feedback received following publication of key stage 4 and key stage 5 destination measures in July 2012.
Findings of the 'better communication research programme' on how to support children with speech, language and communication needs (SLCN).
Investigation of the views of children and young people with speech, language and communication needs (SLCN) about their outcomes.
How the needs of children with speech, communication and language needs (SLCN) change as they progress through the education system.
This project explored the range of interventions in use with children with speech, language and communication needs (SLCN).
A study of factors which make BME pupils more likely to be identified as having speech, language and communication needs (SLCN).
The value for money of interventions for children with speech, language and communication needs (SLCN).
The relationship between speech, language and communication needs (SCLN) and behavioural, social and emotional difficulties.
This report looks at the quality of life for children and young people with speech, language and communication needs and the services they receive.
This study aimed to develop a tool for observing the oral language environment of the classroom in reception, year 1 and year 2.
These reports present the findings from a 3-year study of pupils with language impairments and autism spectrum disorders in the education system.
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