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The article offers information on a study in Great Britain concerning the perception of children towards their teachers. It mentions that government statistics show that 74 per cent of teachers are women, 88 per cent are white and around a quarter are under 30. Also includes statement of social psychologist Gary Wood.

Reports on the contents of the British government's secondary school performance tables for 1993. GCSE, A/AS-levels and vocational course results of every state and independent school; Truancy rates; Four GCSE indicators; National average of pupils achieving five or more GCSEs at grades A to C.

The article focuses on the coverage of Education Datalab's statistics which focused overwhelmingly on academies. Data showing high pupil mobility at academies seems damning, but to truly impact on young people's life chances. Pupil mobility was found to be particularly high at nine of the 41 Harris academies and at various other well-known academy trusts.

The article discusses the significance of teacher assessment statistics for schools in Great Britain. It states that issued related to figures in the statistics, such as achievement of students in schools in a town, and mentions differences related to village schools. It notes that future targets are set based on the data, and cites risks associated with using the statistics.

The article presents statistics on education in Great Britain as of July 2017 including the number of academy trusts facing scrutiny over related party transactions, proportion of academy trusts that submitted their financial returns late, and number of complaints on the Education Funding Agency.

Statistics are given regarding education in Great Britain, including the number of teachers and educational professionals who work unpaid overtime, the average number of extra hours teachers work for free every week and the average number of weekly hours worked by classroom teachers in England.

The article focuses on the decreasing number of male students at universities in Great Britain, according to Mary Curnock Cook, chief executive of Universities and Colleges Admissions Service (UCAS). It cites the fact that an influx of male students from outside the region has counterbalanced the rise of female students from the region as one of the reasons behind the decreasing number of UCAS applications from male students. Also given are statistics tracing the year that the problem started.

The article discusses research by York John University which found a link between retention at British universities and the proportion of students from a household where the highest-earning family member was employed at the bottom half of the National Statistics Socio-economic Classification. Topics discusse include school droputs, the possibility of further cuts to participation funding and the impact of widening participation on financial cost for institutions.

The article discusses the British Association of Colleges' (AoC) request that the UK (United Kingdom) Statistics Authority review post-16 league performance statistics tables used to compare colleges in Great Britain as of March 1, 2013. Topics addressed include difficulties interpreting the statistics, and potential biases towards certain types of colleges.

The article discusses "Reading Recovery Annual Report for the UK and the Republic of Ireland: 2011-12," a study on early reading intervention in British primary schools from the University of London's Institute of Education (IoE). The article cites statistics from the report to show that Reading Recovery programmes aided disadvantaged students in reading ability on national reading assessments. INSET: HOW IT WORKS.

The article discusses the caliber of Great Britain's educational system as determined through British students' performance scores from the Programme for International Student Assessment (Pisa), Trends in International Mathematics and Science Study (Timiss), and the Progress in International Reading Literacy Study (Pirls). It addresses concern from Pisa official Andreas Schleicher over Britain's scores and its indication of deteriorating student ability over time.

The article discusses the Great Britain's 2012 educational report issued by Great Britain's Chief Inspector of Schools in England and head of the Office for Standards in Education (Ofsted) Sir Michael Wilshaw into the quality of schools, educational inequalities, and the role of local authorities (LAs). It comments on Wilshaw's belief in the relationship between the leadership of LAs and regional disparities in educational quality.

The article discusses FE Choices, a British government website which shows data related to student performance at colleges and training providers, and comments on public concerns regarding the actions of the Data Service in altering incorrect data that was published on the site. Questions regarding possible violations of the code of practice for the United Kingdom Statistics Authority are addressed and clarification on the situation is provided by the Skills Funding Authority (SFA).

The article reports that the use of flawed statistic in measuring the success of the national higher education scheme Aimhigher contributed to its demise, according to senior research fellow in education Neil Harrison. The government decided to eliminate funding for the scheme leading to its termination in July 2011. Harrison explained the problems with the decision to compare university admission rates for various social classes and using data on socio-economic background of students.

The article focuses on the Sutton Trust report which shows that high-attaining students from comprehensive schools are less likely to attend top universities in Great Britain. The report states that only six out of 10 students from 30 comprehensive schools attend leading universities while private school students has a figure of nearly nine out of 10. The Russell Group says that the report relied heavily on Ucas points in measuring academic success, which according to Geoff Parks, was flawed.

The article reports on the use of national benchmarks to set targets for pupil achievement in Great Britain. It states that schools have difficulty in gauging the progress of pupils who do not have national data on their attainment since the new approach seeks national data in the evaluation of pupil's achievement. Moreover, the National Strategies' "Progression Guidance 2009-10" details how schools can raise expectations of pupils who have special needs, learning difficulties and disabilities.

Reports the implication of the decline of primary school children to the teaching force in the United Kingdom (UK). Information on the decline in the size of the UK school population between 1990-2006; How the reduction in pupil will come as a relief to the Government; Implication of the ages distribution of the teaching force to the Government's aim of requiring teachers to keep their skills up.

Presents statistics on the earnings of British University in the academic year 1993-94.

Presents various information concerning further education in Great Britain. Funding allocations; enrollment by attendance; Types of further education colleges; College sizes; Enrollment by course type and by program area; Students' qualification; Participation in education; Age and gender of students in colleges and universities.

Presents graphical and statistical information on medical research and teaching in Great Britain. Research income; Health research and development expenditure; Staff/student numbers; Allocations to teaching hospitals; Funding council's support; Entrants to nursing degrees; Entry to professions allied to medicine.

The article focuses on statistics which revealed that some British universities are sending completion of procedures (COP) letters only to a handful of students. Under the rules of the Office of the Independent Adjudicator, a university must send a COP letter once a student finished the internal complaints or appeals procedures. Only four of the letters were issued by Anglia Ruskin University in 2011-2012 despite a total of 835 appeals relating to academic status.

The author reflects on the developments in the higher education sector in Great Britain. He cites the report by the Social Mobility and Child Poverty Commission in mid-June 2013 that the proportion of state-educated students at Russell Group of universities declined in the past 10 years. The opinion of the Russell Group director general Wendy Piatt on the developments is also cited.

The article presents a pie chart and several statistics related to the number of academies in Great Britain as of 2012, with statistics related to schools that have converted into academies, the distribution of primary and secondary education academies, and the regional distribution of academies.

Statistics are presented on the percent of Great Britain teenagers who are in school, employed, or NEET (not in education, employment, or training).

Statistics are presented from the Amateur Swimming Association (ASA) about the swimming abilities of primary school children in Great Britain, such as the standards of achievement in swimming in areas of Great Britain, the percentage of children offered swimming lessons, and the percentage of parents who have not taken their children swimming.

Statistics are presented that provide information on child truancy cases in England and Wales in 2010, including the numbers of people who were found guilty, who received community sentences, and who were sent to prison.

The article presents charts, diagrams and statistics of pupil absence in Great Britain as of April 6, 2012, including reasons for absence, total number of days absent and student absences in primary and secondary schools.

Charts are presented on the education of the children of British armed forces members, including statistics on the percentage of these children who move to a new school, their performance on examinations relative to other students, and the numbers of schools with high percentages of such students.

Various statistics are presented relating to the effect of attendance of Sutton Trust summer school on students' likelihood of going to college, including a graph on percentages of summer students who went on to university, and percentages relating to students attending low-performing schools and/or receiving an education maintenance allowance.

The article offers two graphs which depict statistics related to the projected rise in enrollment of primary school students in Great Britain between 2007 and 2017 as well as graphic representations of class sizes in Key Stage 1 and Key Stage 2 for the years 1996 through 2010.

Statistics are presented related to education in Great Britain including the number of entrants in higher education, the rate of closure of rural primary school facilities from 2005-2010, and the percentage of students who have achieved Advanced (A)*-C level of General Certificate of Secondary Education (GCSE).

Statistics are presented on the percentage of English pupils on Free School Meals during the school year 1992-1993, percentage of teachers who had heard the 5-a-day campaign of the British government, and the percentage of schools that offer only two vegetable options.

The article focuses on the survey conducted by Great Britain National Statistics for the Department of Education. The survey shows that Christians aged 15 are less likely to attend universities than their Muslim, Hindu, or Sikh counterparts. It mentions that only 45% of Christians study in university while Hindu teenagers top with 77% rating, Sikh at 63%, and Muslims at 53%. Pradip Gajjar says that he is not surprised of the percentage for the Hindus because it is a part of tradition.

The article offers the author's insights on how the British Department for Education resolves the problem of world education rankings from the Programme for International Student Standards Evaluation Report which shows that Great Britain is in 25th place. The author adds suggestions from his co-workers such as the denigration of Poland. Furthermore, they used solutions such as recalibrating statistics to factor out whether China, Japan and Singapore have a non-Western type of mathematics.

The article presents statistics on the number of children subjected to a child protection plan in Great Britain.

In this article, the author discusses the impact of statistics on achieving academic success in Great Britain. He cites that concentration and attention are required in education. He states that class failure causes factions, allegations, and poor student performance. Moreover, he emphasizes the difficulty of creating social ethos.

The article presents statistics on the number of private school teachers registered with the General Teaching Council (GTC) in Great Britain.

The article presents statistics on the total number of teachers in secondary schools in Great Britain.

The author comments on the use of metrics and evidence-based research for adult education policy in Great Britain. Several statistics are shared about the quality of education in Great Britain according to international scales which shows that Britain is improving but the author questions if these statistics are accurate measures of achievement. The report Ambition 2020 by the Commission for Employment and Skills is discussed.

The article presents statistics on the number of apprenticeships in Great Britain from August 1, 2008 through the end of January 2009, the age of the apprentices enrolled, and the number of 16 to 17-year-olds shown as unemployed.

The article presents statistics by Great Britain's Department for Children, Schools and Families on the schools that offer extended services including after-school activities, before-school activities, and activities during school holidays.

The article discusses the statistics for permanent school exclusions for physical assault in the academic year 2006 and 2007 in Great Britain from the country's Department for Children, Schools and Families, which also includes assaults on adults, assaults on students, and where the majority of permanent exclusions occur.

The article presents statistics from Great Britain's National Audit Office on the amount of spending per student on school building projects in the years 2008-2011.

The article discusses the number of adult learners in Great Britain, which has seen a drop in enrollment. Figures from the government and from the National Institute of Adult Continuing Education (NIACE) do not match in terms of how large a decrease there has been. NIACE's Alan Tuckett comments on the disparity in the statistics and he says that the biggest decrease has been in the number of older people in adult education.

The article presents statistics on the potential differences in starting salary for Great Britain's new teachers based on location of where you teach, gender, and grade level, from Great Britain's Department for Children, Schools and Families.

The article presents educational statistics on the number of British primary students attending Church of England schools, Jewish schools, and Sikh schools in 2007.

The article discusses British government funding for further education, with particular focus given to the Train to Gain programme. Statistics are presented concerning the success of the Train to Gain programme regarding basic skills qualifications and pay increases or promotions among participants. The author discusses the importance of skills education to economic health.

The article offers several statistics about school field trips in Great Britain including the percentage of students whose studies were influenced by field trips, the percentage of field trips taken for educational reasons, and the percentage of schools affected by students' inabilities to afford field trips.

The article offers statistics about school field trips in Great Britain including the amount of teachers who feel they have no choice about trips, the amount of teachers who say trips are voluntary, and the amount of teachers who enjoy the trips.

The article offers statistics about the amount of money spent by Great Britain's Department for Children, Schools and Families in years between 2005 and 2008.