This study examined factors influencing the relative progress of pupils in City of Edinburgh (CEC) secondary schools over four years of secondary schooling, including differences in value-added by schools. It is based on test scores linked to administrative data collected by the authority.

To provide CEC with confidential information about:
(1) the progress made by pupils in its secondary schools, including inequalities by gender, ethnicity, first language and entitlement to free school meals;
(2) differences between secondary schools in terms of intake characteristics and value-added.

From 1999 onwards, there has been systematic baseline assessment of pupils entering CEC secondary schools. The baseline scores are linked to administrative data about the pupils including information on sex, ethnicity, first language and entitlement to free school meals. These data are also linked to tests core at the end of the second year of secondary schooling, and examination results at the end of fourth year.

After taking account of baseline reading attainment, pupils had lower attainment on average if they were male, were entitled to a free school meal, or attended a school with high levels of free-meal entitlement.

Pupils from minority ethnic groups, those whose first language was not English, and those with had special educational needs, had higher attainment on average than would have been predicted by their baseline reading scores.

About half the variance in total NQ attainment can be explained by differences in S1 reading score. Socio-economic factors have an additional effect on NQ attainment over and above the effects of prior attainment. There are significant differences between schools after taking account of prior attainment and socio-economic factors.

The report of the research is not public. The confidential findings of the study were supplied to the schools to inform their planning for improvement.