Examining achievement levels in multi-academy trusts
By Lucy Baker and Suzanne Tipping, Assessment Advisors, Cambridge CEM
Multi-academy trusts (MATs) have become a prevalent model in the education sector, aimed at improving academic outcomes and encouraging collaboration among schools.
With the Government target for all schools to be part of a “family of schools in a strong trust to level up school standards” by 2030, a crucial aspect of evaluating their effectiveness lies in analysing the achievement and progress levels of pupils within these trusts.