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Attainment is analysed through the distribution of a mean GCSE measure, the proportion of pupils achieving specified numbers of top grades and the share achieving A* only. Data are drawn from the National Pupil Database KS4 extract for Year 11 in England and analysed for all candidates, then broken down by gender, school type and level of deprivation, with methodology notes on international GCSE inclusion and candidate eligibility thresholds.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/candidates-awarded-a-and-a-grades-at-gcse-in-2015/206581/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Alex Sinclair","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What is the main purpose of this report?","Question",{"text":106,"@type":107},"To summarise GCSE pupil performance in 2015, especially among pupils achieving the highest grades (A* or A).","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How were mean GCSE grades calculated for candidates?",{"text":111,"@type":107},"Grades were converted to numeric values (A*=8, A=7 down to G=1 and U=0) and the mean was calculated for each candidate.",{"name":113,"@type":104,"acceptedAnswer":114},"Which breakdowns are used in the analysis?",{"text":115,"@type":107},"Analyses are provided for all candidates and then broken down by gender, school type attended, and level of deprivation.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},206581,1788594919,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":133,"language":134,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":67,"update_tm":123,"read_time":138},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Candidates awarded A* and A grades at GCSE in 2015 Statistics Report Series No. 111  \nTim Gill  \nJanuary 2017  \nAuthor contact details:  \nTim Gill  \nAssessment Research and Development, Research Division  \nCambridge Assessment  \n1 Regent Street Cambridge CB2 1GG  \nUK  \n[gill.tim@cambridgeassessment.org.uk](gill.tim@cambridgeassessment.org.uk)  \n[http://www.cambridgeassessment.org.uk/](http://www.cambridgeassessment.org.uk/)  \nAs a department of Cambridge University, Cambridge Assessment is respected and trusted worldwide, managing three world-class examination boards, and maintaining the highest standards in educational assessment and learning. We are a not-for-profit organisation.  \nHow to cite this publication:  \nGill, T. (2017) . Candidates awarded A* and A grades at GCSE in 2015. Statistics Report Series No.111. Cambridge, UK: Cambridge Assessment.  \nIntroduction  \nThe purpose of this report is to summarise pupil performance at GCSE level, particularly amongst those achieving the highest grades (A* or A) . This is of particular interest currently, given the changes to the grading of GCSEs that are about to take place.  \nThere are various ways of summarising attainment at GCSE level. This report presents analyses of the distribution of mean GCSE, the proportion of pupils achieving a certain number of top grades (e.g. , at least 8 A* grades) and the proportion achieving A* grades only. Analysis was undertaken for all candidates and then broken down by gender, school type attended and level of deprivation.  \nThe data were taken from the National Pupil Database (NPD), which is held by the Department for Education and consists of results for all students in all subjects in schools and colleges in England, as well as pupil and school background characteristics such as age, gender and level of deprivation. For the analysis in this report the Key Stage 4 (KS4) extract of the NPD was used, consisting of all students who were at the end of KS4 in 2015 (i.e. , in Year 11) .  \nInternational GCSEs were counted as GCSEs in the analysis as they are a common alternative qualification that is judged to be equivalent. However, the NPD only includes the results of international GCSEs which have been accredited for use in state schools. There are also several non-accredited international GCSEs which are taken by some students attending independent schools and which are not in the NPD. As such they cannot be counted in the analysis in this report. This means that the analysis of independent school students should be viewed with some caution. For example, Table 15 presents the numbers of GCSEs taken by candidates attending different school types. The data in this table is likely to be an underestimate of how many were taken by independent school candidates. It should be noted that international GCSEs will no longer be eligible for inclusion in league tables from 2017 (Maths and English) and 2018 (all other subjects) .  \nOnly candidates taking at least 5 GCSEs were included in the analysis as it is unusual for students to take fewer than this. This left a total of 550,315 pupils.  \nResults  \nA mean GCSE measure was calculated for all candidates included in the analysis. This was done by converting grades to a numeric measure (e.g. , 8 for an A*, 7 for an A, down to 1 fora G and 0 for a U grade) and taking the mean for each candidate.  \nTable 1 presents the mean and standard deviation of the mean GCSE variable, by gender. This shows that girls had a higher mean GCSE (5 .30) than boys (4 .91) .  \nTable 1: Summary measures for mean GCSE, by gender  \n\n| Gender | Candidates | Mean | Standard\u003Cbr>Deviation |\n| --- | --- | --- | --- |\n| Girls | 274,768 | 5.30 | 1.38 |\n| Boys | 275,547 | 4.91 | 1.44 |\n| All | 550,315 | 5.11 | 1.42 |\n\nFigure 1 presents the cumulative distribution of the mean GCSE variable for students of different gender. It shows the cumulative percentage of students achieving each mean GCSE or higher. Thus, 62.8% of girls achieved a GCS","cbCaimOz4sLq2mbY","https://ap.wps.com/l/cbCaimOz4sLq2mbY","pdf",532559,11,"English","# Introduction\n## Purpose and scope\n## Data source and inclusion criteria\n# Results\n## Mean GCSE measure by gender\n## Mean GCSE measure by school type","[{\"question\":\"What is the main purpose of this report?\",\"answer\":\"To summarise GCSE pupil performance in 2015, especially among pupils achieving the highest grades (A* or A).\"},{\"question\":\"How were mean GCSE grades calculated for candidates?\",\"answer\":\"Grades were converted to numeric values (A*=8, A=7 down to G=1 and U=0) and the mean was calculated for each candidate.\"},{\"question\":\"Which breakdowns are used in the analysis?\",\"answer\":\"Analyses are provided for all candidates and then broken down by gender, school type attended, and level of deprivation.\"}]","Candidates awarded A* and A grades at GCSE in 2015 | PDF",28]