frequently unaware that their children are being judged as much by the standard of other applicants as their own abilities. Another issue with the lack of national standards in testing is it prevents any comparison between schools. Public perception may be that only pupils who are of grammar school standard are admitted to grammar schools; however, other information such as the DfE league tables calls into question the existence of any such standard. Competition for places at Sutton Grammar School is extremely fierce with, according to an online forum over 2,500 applicants in 2016. Official statistics show 100% of those admitted to Sutton Grammar School have, "high prior attainment at the end of key stage 2", compared to only 44% of those who attend Skegness Grammar School. The Grammar Schools Heads Association's Spring 2017 newsletter says the government are considering a national selection test which would remove the lack of consistency between different 11+ tests. Between them, GL and CEM earn an estimated £2.5m annually from setting and marking the 11+ tests. Releasing the raw marks would bring some clarity to the admissions process but attempts to do so have generally been unsuccessful. GL have used the fact that they are not covered by Freedom of Information legislation to withhold information made for information relating to the 11+ exams used by Altrincham Grammar School for Boys, who stated, "Our examination provider, GL Assessment Limited (GL) is not subject to the Freedom of Information Act 2000 (FOI) as it is not a public body.“, whilst their main rival CEM successfully argued in court that, "one of the benefits of its 11+ testing is that it is 'tutor proof'” and releasing the raw marks would undermine this unique selling point. When a standard score is calculated the results is a negative value for any values below the mean. As it would seem very strange to be given a negative score Goldstein and Fogelman (1974) explain, "It is common to 'normalise' the scores by transforming them to give a distribution with a mean of 100 and a standard deviation of 15." Thus a normalised SAS of 100 indicates the mean (average) achievement whilst a score of 130 would be two standard deviations above the mean. A score achieved by only 2.2% of the population. Most, but not all, authorities normalise follow this convention. The following table showing the normalisation values used by some