Frequently Asked Questions
- What is Alps?
- Why is a focus on quality in Advanced level studies important?
- What type of reports do you produce?
- How effective has Alps been?
- How many schools, FE colleges and sixth form colleges use Alps?
- Is Alps successful in raising achievement and participation?
- What do Alps LA Projects include?
- Why is Alps different from other analyses?
- Can I have an Alps report and training for one school?
- How long will it take to receive my report?
- What data do you need to produce an Alps report?
- How do I send you the data you need to produce an Alps report?
- Is the Alps Data Collection Software difficult to use?
- Does the Alps Data Collection Software work on all computers?
- What if I only want the Alps report and not the training?
- How much does an Alps report cost?
- How much does the Alps training cost?
- Is the benchmark used in the Alps analysis statistically sound?
- Why do you only count students who have done two or more A-levels when calculating the Alps benchmarks?
- Why can't we have a joint A-level and BTEC report?
- Why change the A level and AS level benchmarks in 2009?
- Why change the benchmarks for the 2009 results when this is the last year of the legacy specifications?
- We have improved over the last three years, so how can our provider Value Added Score (VAS) have gone down?
- If you change the benchmark in 2009, then the new specifications will be compared to a benchmark based on the old specifications.
- How will the new A*, worth 140 UCAS points in the specifications, be related to the benchmarks in which this didn't exist?
- Our students now do a mixture of A-level and vocational qualifications. Therefore our provider VAS might be a little lower than that of some other providers. Does this mean that the Alps benchmarks are irrelevant when analysing our achievement?
- Alps only includes groups of ten or more students when calculating the benchmarks. We have many groups with fewer than 10 students, does this mean we cannot analyse our performance using the Alps benchmarks?
- Why have you introduced a benchmark for progression from AS-level to A-level?
- In A-level reports, why is no account taken of extra AS subjects achieved by students?
- Which LA areas are included in Alps projects in 2008?
What is Alps?
Alps (Advanced Level Performance Systems) is an aspirational system of analysis and training used to raise student achievement and participation in post-16 Advanced level studies. Alps is not just a product, it is a process based on a philosophy that everyone is an individual, an exception and to be valued.
Why is a focus on quality in Advanced level studies important?
72% of all 16 year olds in full time education follow A level,AS level and BTEC National courses annually.
What type of reports do you produce?
A level, AS level and BTEC National reports. We also produce Local Authority reports
How effective has Alps been?
In the areas that Alps has been introduced and implemented, there have been clear measurable improvements.
How many schools, FE colleges and sixth form colleges use Alps?
Over 880 schools, over 60 FE colleges and over 90 sixth form colleges currently use Alps.
Is Alps successful in raising achievement and participation?
Yes, firstly at Greenhead College, and now many examples of schools and colleges across the country have seen marked and significant improvements in achievement as a direct result of using Alps processes. Alps has also proved to schools and colleges that students with lower average GCSE scores can achieve well at Advanced level, resulting in schools allowing wider participation.
What do Alps LA Projects include?
The aim of Alps is to spread good practice and it is accepted by local authorities that Alps has been extremely good value for money over the past few years. The Package typically includes:
- a statistically robust report in a user-friendly format to schools, colleges and Local Authorities
- feedback on the Alps report to senior management teams at schools, colleges and Local Authorities
- training on the three key requirements for success in a school or college;
- Leadership
- Target Setting, Monitoring, Guidance and Support
- Engaging Learners
- follow-up training for staff in individual providers
- a dedicated educational and technical help-line service all year round
As well as Alps reports and training for schools and colleges, Alps also provides group reports and feedback to the Local Authorities. This gives them an overview of provider performance within their region in a format and to a detail that they would not have otherwise. Without exception, Local Authorities have found these reports and feedbacks extremely useful and they have helped with strategic decision-making.
Why is Alps different from other analyses?
The difference between Alps and other analyses is that the Alps report is just the starting point. The Alps report pinpoints strengths and weaknesses within an institution. Alps then provides training for the institution with a system that, if put in place, will improve these areas of weakness. These systems positively empower and motivate both staff and students giving both the confidence and the tools to inspire and improve. Uniquely, Alps systems and the training programmes are shaped to meet the particular needs of a provider or Local Authority. Alps goes beyond providing a service, the programme is responsive to what is required in a particular location, and works alongside teachers and professionals to achieve this.
The systems and training are practical, based on experience and sound educational philosophy, and they work.
Can I have an Alps report and training for one school?
Yes, we provide analysis and training for schools and colleges individually.
How long will it take to receive my report?
We aim to send you your Alps report within 8 working days of receiving your submitted data.
What data do you need to produce an Alps report?
The Alps Data Collection Software (Alps DCS) is used to collect the data that we need to produce the Alps reports for schools and colleges. There are particular sets of data that we need to process the reports for each year group, for example student ID, Student names, Subjects taken and Grades achieved and average GCSE scores (or QCA scores). See the page on Submitting Data for more information.
We request that any school or college that would like an Alps report submit their data to us using this software.
How do I send you the data you need to produce an Alps report?
We request that any school or college that would like an Alps report submit their data to us using the Alps Data Collection Software (Alps DCS). There are particular sets of data that we need to process the reports for each year group, for example student ID, Student names, Subjects taken and Grades achieved and average GCSE scores (or QCA scores).
Essentially you fill in the data we need and email the saved file to us at data@alps-va.co.uk.
We will process your report and invoice the school and college after sending the report to you. See the section on Submitting Data for more information and to download the Alps DCS.
Is the Alps Data Collection Software difficult to use?
No, we have designed it to be as user friendly as possible, based on feedback from Alps users. We have also produced a User Guide to help. Download the User Guide for the Alps Data Collection Software.
If you do have any queries at all in relation to the Alps DCS contact us on 01484 437474 or email us at info@alps-va.co.uk
Does the Alps Data Collection Software work on all computers?
The Alps Data Collection Software has been developed to work on PC format computers. If you do have any queries at all in relation to the Alps DCS contact us on 01484 437474 or email us at info@alps-va.co.uk
What if I only want the Alps report and not the training?
That's OK, we offer both services individually as well as a combined project.
How much does an Alps report cost?
Please see the Prices page for a breakdown of the costs of Alps reports.
How much does the Alps training cost?
Each training session is priced on an individual basis depending on the length and type of training required. For further information please contact a member of the Alps team on 01484 437474 or email Toby Ahern at toby@alps-va.co.uk.
Is the benchmark used in the Alps analysis statistically sound?
The Alps benchmark is created from a large database of over 206, 574 A level/ AVCE results. These are taken from over 92, 000 students studying at 560 schools, 91 sixth form colleges and 51 Further Education colleges. The students covered come from all backgrounds and locations across the country. This is a statistically sound set of data by any measure.
Why do you only count students who have done two or more A-levels when calculating the Alps benchmarks?
DfES tables use calculations based on students doing two or more A levels, so this helps in making comparisons. In addition, including students who have only taken one A-level would tend to reduce a provider's overall value-added score, and many of these students are re-taking A-levels and have been included in other reports. These results are, however, included in the individual subject analysis and in the calculation of the red and blue teaching and learning grades.
Why can't we have a joint A-level and BTEC report?
Nationally, students taking BTEC courses tend to have a very different profile of prior achievement to those taking A-levels. Therefore, we have had to use different bands of ability groupings when setting targets for students. Also, there is a range of five grades awarded at A-level, compared to three for BTEC, making analysis of any aggregated scores of little use in assessing institutional performance.
Why change the A level and AS level benchmarks in 2009?
The current benchmarks were set in 2005. By updating the benchmark using 2008 data, the ALPS reports will reflect the improvements in A-level performance in recent years.
Why change the benchmarks for the 2009 results when this is the last year of the legacy specifications?
The next opportunity to change the benchmark would be using the 2011 data, allowing a year for the new specification to bed in. This would then be applied to the 2012 results, which is another 3 years away.
We have improved over the last three years, so how can our provider Value Added Score (VAS) have gone down?
If your provider VAS has decreased, this is due to the fact that the 75% boundary has increased due to rising standards nationally. In 2005 the boundary was set at the 75% percentile. As schools and colleges have improved, in 2008, 35% have reached the same benchmark that in 2005 only 25% reached. Hence an improved performance may still not be enough to keep a school, college or subject department in the top 25%. A new challenge is created!!
If you change the benchmark in 2009, then the new specifications will be compared to a benchmark based on the old specifications.
This will be the same for all schools and colleges and will give us a true comparison between the new and old specifications. It will still show where a subject or provider stands comparatively relative to other providers nationally, highlighting where to focus for further improvement nationally.
How will the new A*, worth 140 UCAS points in the specifications, be related to the benchmarks in which this didn't exist?
The first award of the A* will be in 2010. For the 2011 reports, we will add in an additional multiplier once the affect of the A* has been researched. In the 2010 reports, the A* will be included but at that point there will be no historical data to relate it to.
Our students now do a mixture of A-level and vocational qualifications. Therefore our provider VAS might be a little lower than that of some other providers. Does this mean that the Alps benchmarks are irrelevant when analysing our achievement?
No. The provider value-added score is only one of the indicators in an Alps report and variations are usually very small. The red and blue teaching and learning grades analyse performance per subject entry, and the subject value-added scores enable a comparison to be made with the performance of other providers of that subject. The red student percentage benchmark in the student performance report includes both A-level and vocational qualifications. It is important to look at all of the Alps indicators when considering the performance of a provider, not just the provider value-added score.
Alps only includes groups of ten or more students when calculating the benchmarks. We have many groups with fewer than 10 students, does this mean we cannot analyse our performance using the Alps benchmarks?
No. You can compare your subject value-added scores against that of the providers in the database. For our purposes, using class sizes of 10 in deriving our benchmarks makes our statistical base very robust.
Why have you introduced a benchmark for progression from AS-level to A-level?
There are separate success rates for A and AS levels and previously there was no measure of how many students who complete AS-levels go on to complete A-levels. In response to requests from schools and colleges, we have developed the progression score benchmark. We believe this will be a very useful indicator in promoting retention nationally for students at this stage as it will clearly indicate for a provider whether this is a strength or a weakness to be worked on.
In A-level reports, why is no account taken of extra AS subjects achieved by students?
We use A-levels only because the primary purpose of the report is to allow you to compare directly the performance of your institution as a whole and subject by subject how your students fare at A-level relative to the rest of the country. Equally, in our AS and BTEC reports you can compare directly with other providers to see exactly where your standards stand. The primary objective of Alps reports is to create an annual agenda for discussion and action to improve quality and with this the life chances of our students.
Which LA areas are included in Alps projects in 2008?
Below is a list of participating LAs for 2008:
- Barking & Dagenham
- Barnet
- Barnsley
- Bexley
- Blackburn with Darwen
- Blackpool
- Bolton
- Bracknell Forest
- Bradford
- Brent
- Bromley
- Bury
- Calderdale
- Camden
- Croydon
- Cumbria
- Doncaster
- Dorset
- Ealing
- East Riding of Yorkshire
- East Sussex
- Enfield
- Greenwich
- Hackney
- Halton
- Hammersmith & Fulham
- Hampshire
- Haringey
- Harrow
- Havering
- Hillingdon
- Hounslow
- Isle of Wight
- Islington
- Kensington & Chelsea
- (Kingston upon) Hull
- Kingston upon Thames
- Kirklees
- Knowsley
- Lambeth
- Lancashire
- Leeds
- Lewisham
- Liverpool
- Manchester
- Newham
- North East Lincolnshire
- North Lincolnshire
- North Yorkshire
- Northamptonshire
- Oldham
- Reading
- Redbridge
- Richmond upon Thames
- Rochdale
- Rotherham
- Salford
- Sefton
- Sheffield
- Slough
- Somerset
- Southwark
- St Helens
- Stockport
- Sutton
- Tameside
- Tower Hamlets
- Trafford
- Wakefield
- Waltham Forest
- Wandsworth
- Warrington
- West Berkshire
- West Sussex
- Westminster
- Wigan
- Windsor & Maidenhead
- Wirral
- Wokingham
- York