By Bill Heaney
Dumbarton MSP Jackie Baillie has urged the SNP to deliver a real education recovery, in light of “devastating” new figures published this week.
The statistics from primary schools confirm that for the first time the devastating effects of the pandemic on Scottish education and the attainment gap.
The figures show that literacy and numeracy have plummeted in primary schools, while the attainment gap soared to its highest point in years across a range of measures.
In both West Dunbartonshire and Argyll and Bute, which includes Cardross, Helensburgh and the Lochside, the percentage of pupils achieving expected Curriculum for Excellence levels in numeracy between 2018/19 and 2020/21 fell for every primary age group.
Jackie Baillie, right. said: “These devastating figures reveal the true scale of the challenge we are up against.
“The pandemic has wreaked havoc with education, and sadly it is once again the poorest kids who have been hit the hardest.
“This must be a wake-up call – we have no option but to be ambitious right now.
“We urgently need a real plan to get schools back on track and close Scotland’s shameful attainment gap once and for all.
“Labour have set out ambitious plans for an education recovery, and I hope the SNP will work with us to make them a reality.”
This statistical publication:
• Provides information on national performance of school pupils in the literacy organisers (i.e. reading, writing, and listening and talking) and numeracy. • Reports on the percentage of pupils who have achieved the expected Curriculum for Excellence level in these organisers, based on teachers’ professional judgements.
• Covers all Primary 1 (P1), Primary 4 (P4) and Primary 7 (P7) pupils in publicly funded mainstream schools.
Data for secondary school pupils and special school pupils were not collected in 2020/21 and data was not collected for any pupils in 2019/20; for more information see Chapter 1.3.
The time period covered by these statistics means that the results will be affected by the coronavirus (COVID-19) pandemic and this should be kept in mind when interpreting results; for more information see Chapter 1.3.
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