This study considered students’ progression and pass rates in the National Qualification examinations introduced from 1999 under the Higher Still reform of post compulsory education in Scotland. The reform aimed to provide a unified qualifications framework to enable students, especially those with middle or low attainment from compulsory education, to study at an appropriate level. In principle, low and middle attaining students should have the same chance of success in their examinations as higher attaining students since the National Qualification Framework offers each group of students the chance to study at a level appropriate to their prior attainment.

To assess whether the new system of post compulsory qualifications is providing appropriate provision for students with low and middle levels of prior attainment.

The study used examination data from the Scottish Qualifications Authority for two cohorts of students moving from S4 into S5 (Y11- Y12) and then from S5 into S6 (Y12 – Y13). 16 different subject areas were included covering a mix of theoretical and applied subjects.

1. S5 (Y11) students in 2001-02 in all Scottish secondary schools presented for National Qualifications across 16 selected subjects (N= 37,677).
2. S5 (Y11) students in 2002-03 in all Scottish secondary schools presented for National Qualifications across 16 selected subjects (N = 37,453).

Quantitative analysis of examination data.

The findings suggest that the National Qualifications framework is not delivering as it is designed to do and that it is not succeeding in providing mid and especially lower attaining students with reasonable prospects of success in their studies in S5 and S6. The findings raise issues of a practical nature and others that are more fundamental. But more research is needed to determine whether the difficulties are largely ones of practice and process or whether there is a fundamental problem with the overall design of the National Qualifications framework.