Education Bill

My Lords, again I have received a very satisfactory e-mail from the Government on this subject. My object here is merely to try to persuade the Government to release more information about the actual marks obtained by students in examinations. If you are trying to use data to evaluate schools, having things divided into grades is very inconvenient and is a very coarse measure of student achievement, which therefore tends to produce rather coarse judgments of how well individual schools and students have done. It is much more helpful to have the detailed grades. If the Government allow more access to government data in respect of not just universities but schools, that will help parents and whatever intermediaries they use—I declare an interest as the editor of the Good Schools Guide, which uses a lot of government data—and it will greatly improve the information that can be passed on to parents. Generally, it will also improve people’s understanding of where a school is. To have a C-D boundary—or even an A-B or B-C boundary—and to judge schools on how many children they get to one side or the other of that boundary is a very coarse way of measuring the performance of a school, which might be one mark either way. What is interesting is where the preponderance of the students are on a much finer scale. I am encouraged that the Government are thinking of making this sort of information available. The information may not sink in with employers very quickly, but that will happen eventually. The Swiss publish individual marks, so that people can see where they are on a scale out of 100, and Swiss employers now understand that the mark is more important than some artificial boundary that has been inserted in the middle to say whether someone is a C or a D. I think that this would be progress for everybody, and I am very glad that the Government are prepared to contemplate moving in this direction. I beg to move.