ACADEMIC PERFORMANCE REVIEW TO STUDY THE EFFECTS OF THE HEALTH INTERVENTION

The results clearly show that each of the three medical interventions had a positive impact on student academic performance with the most significant impact being the acquisition of glasses in year 10. 

The gains made by Intervention students compared to the Control group and the Cohort exceeded all predictions from Asttle data and they overcame the plateau effect evident in the National data for year 10 students.

There were a few students who "stayed still" or made minimal progress.  This is expected in any cohort of year 10 students

The group of most interest is the Control group and how poorly they performed.  This was totally unexpected and requires further research.  They under performed significantly.  This does however highlight how much better the Intervention and Glasses groups did perform.

The acquisition of data is affected by the transient nature of the Linwood College population.  This needs to be diligently pursued to ensure that any student who is absent for an assessment is followed up more rigorously than at present so a better assessment of the student and their progress can be made.

The results suggest that students on entry to Linwood College (or any school) need a baseline entry assessment in reading and mathematics. 

Furthermore the results suggest that students be tested for medical barriers to learning with a view to suitable interventions.